Parents' perceptions of science and science teaching

النوع : Mémoire

The purpose of this study was to investigate parents' perceptions of school--science and science instruction. Specifically, this study attempted to find out how--parents rated science in comparison to other subjects and the importance of science in--everyday life. Moreover, it investigated parents' perceptions and attitudes about school--science, science teaching, and the language used to teach science. It also aimed at--finding out whether parents' perceptions of science influenced the choices they made--regarding their children's schooling such as the provision of science activities outside--school and whether parents were aware of the different methods of science teaching.--Finally, the study attempted to reveal parents' beliefs and understandings about subject--matter knowledge in comparison to the goals and objectives of science teaching in--schools, whether they considered it their right to get directly involved in their child's--science learning, and if they were actually ready for more involvement.--Two methods were used to collected data for this study: A questionnaire and an--interview. Six hundred and forty six parents of Grades 4 and 7 from 10 schools with--different socio-economical and religious backgrounds in Beirut and Mount Lebanon--responded to the questionnaire. The questionnaire was followed by interviews with--approximately 5% of those parents. This study provided insights into the perceptions parents have about science in--general and specific terms. It provided significant evidence concerning its importance in--comparison with other subject areas and its importance in everyday life and future--success. It revealed that the degree of parents' understanding of both the curricula and--teaching methodologies varied considerably. Moreover, it revealed that the degree and--type of parents' involvement in their children's science education and their readiness for--more involvement decreased with the increase in grade level. It also showed that the--factors that affected this involvement, and consequently the advocacy for their--children's rights at school, were related to school type