标题：Using Activity – Based Instructional Approach to Change Students’ Attitude Towards the Study of Science in the Colleges of Education in Ashanti Region of Ghana
出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：The study investigated the attitude of teacher trainees towards the study of science in the colleges of education. The study sought to look at students’ attitude from four (4) significant perspectives namely; interest to do science, motivation to do science, level of students’ involvement in science lessons and the type of interpersonal relationship between science teachers and students. The study also considered gender and attitude of students towards science as well as teachers’ pedagogical strategies and students’ attitude towards science as other issues worth investigating. A twenty nine (29)-item questionnaire on a five (5) likert-scale for students was used to collect data on students’ attitude towards science. An instructional intervention activity was also carried out. The information gathered was analyzed under the four (4) main perspectives of attitude and under the two related issues considered using descriptive statistics. (Mean score values).The study revealed that students’ attitude towards the study of science was not encouraging, per the perspectives considered. The male students were of the view that gender has no influence on students’ attitude to study science whilst the females’ response was in the affirmative. There was also an indication that science teachers’ instructional methods did not suit students learning style and as such influenced their disinterest in science, hence their poor attitude towards the subject. It is recommended that science teachers, especially those in the colleges of education, adopted Activity-based instructional approach in the teaching and learning of science. Again, stakeholders in education in the country are requested to periodically organize in-service training courses to improve teachers’ self-esteem, self-confidence and self-efficacy. Arguments supporting the need for better science education in elementary schools have been based on the desire to develop in today's students the knowledge, reasoning, and problem-solving skills required for the rapidly changing and technology based society (Plourde, 2002).
