Abstract:

Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom.

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