Possibilities of promoting students' cognitive interest in science subjects

• Published in: Engineering for rural development no. 15/2016; pp. 511 - 516
• Main Authors: Cedere, D., Riga Teacher Training and Educational Management Academy (Latvia), Jurgena, I., Riga Teacher Training and Educational Management Academy (Latvia), Praulite, G., Riga Teacher Training and Educational Management Academy (Latvia)
• Format: Journal Article
• Language: English
• Published: Jelgava (Latvia) Latvia University of Agriculture 2016
• Subjects: ANALISIS DE DATOS; ANALYSE DE DONNEES; APPRENTISSAGE; APRENDIZAJE; CIENCIA; COGNITION; CUESTIONARIOS; DATA ANALYSIS; EDUCACION; EDUCATION; ELEVE; ESTUDIANTES; LATVIA; LEARNING; LETONIA; LETTONIE; METHODE PEDAGOGIQUE; METHODE STATISTIQUE; METODOS ESTADISTICOS; METODOS PEDAGOGICOS; PSICOLOGIA; PSYCHOLOGIE; PSYCHOLOGY; QUESTIONNAIRE; QUESTIONNAIRES; SCIENCE; SCIENCES; STATISTICAL METHODS; STUDENTS; SUBJECTS; TEACHING METHODS
• ISSN: 1691-5976; 1691-5976

Insufficient knowledge and skill level in science subjects is one of the most serious problems of this century that hinders the advance of many branches of national economy. Academic achievements at school are closely connected with the students’ learning interest. The teacher’s style of work and the choice of the teaching/learning methods determine to a great extent the fact whether students will learn with interest the science subjects that for many of them seem difficult and boring. The aim of the study is to find out the students’ opinion about the teaching/learning methods that help students most learn the sciences. The survey of Grade 9 students was performed. The answers are ranged on the Likert scale of four points using SPSS program f or data processing. The study findings show that diversity of the methods used in schools is great and they are based on the constructivism approach. The majority of students value the highest the experiment demonstrations and laboratory works; these methods raise interest and help gaining understanding about the nature of the science. However, on the whole, the tendency to learn without putting effort in the process is observed. Approximately one fifth of the surveyed students consider that the active methods applied in science subjects do not help them in learning. The importance of textbooks has received rather low assessment while the teacher’s narration is valued a bit higher. In general, it is possible to conclude that the teacher’s personality and professional mastery has a great importance on promoting students’ cognitive interest. Interactive teaching/learning methods developing analytical thinking and practical skills promote the acquisition of the science subjects.