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Results indicate no clear major differences, but support a Physics profile: difficult yet pleasant and useful. The pilot study also highlights limited home study alongside effective teaching and motivating impact, prompting reflection on curriculum and pedagogy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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PHYSICS  \nMonica Stefan, Florentina Ciomoş  \nAbstract: The students’ interest and attitude towards Physics have been the object of international testing, the most recent of which is the PISA testing from 2006. The students’ attitude towards sciences is considered to be a significant predictor of their school results in science, respectively of pursuing a career in areas related to Science. The present paper had in view to discover the existence of convergences or divergences among the attitudes of the students in 8th and 9th grade towards the study of natural sciences and towards the teacher’s role in studying for the natural sciences. The obtained results have not rendered evidently the existence of major differences but have allowed for the shaping of a profile for Physics as a school subject, from the interviewees’ perspective. Thus, Physics is considered to be a difficult but pleasant and interesting subject, with use for oneself but for others as well. Our investigation has pointed out the fact that the students study too little for Physics at home, but that the Physics teacher is effective in teaching and motivating the students to learn. Although this is a pilot research project, our investigation signals a state of fact that implies reflection, mainly on the Physics curriculum but also on the teaching methods.  \nKey words: attitudes, PISA testing, Science, school students  \n1. The students’ interest and attitude towards the study of scientific school subjects. PISA testing  \nInterests are considered to be the most important motivational factors in learning and development. The students’ attitude towards studying natural sciences have been the object of some studies and research begun at an individual level, by independent researchers, by project teams, or by organizations (PISA, TIMSS, ROSE) . The studies and research carried out have shown the fact that students acknowledge the importance of natural sciences for life and career but have also pointed out a significant drop in their interest in the study of these subjects (Ciomos, 2010; Keevs, 1992; National Science Board, 2004, Osborne et al., 2003; Zara, 2009) . Among the factors that relate to the students’attitude towards science, the researchers have identified the following: gender, age, education level (elementary school, secondary school, high-school, etc.), type of school (government or private school), the students’ school results in sciences and their classmates’ influence, self-image, social selfperception, their family’s socio-economic status (parents’ education, jobs and monthly income), teaching methods, the parents’ attitude towards sciences, the students’ cognitive style, their interest ina certain type of career, social view on science and scientists (Adesoji, 2008; Cokadar & Kulce, 2008, Gardner 1975, Taber, 1992 cited by Lin, 1998) .  \nThe PISA evaluation was for the purpose of obtaining data relating to students’ attitude towards Natural Sciences and Math. The students’ interest towards science was chosen as an area of investigation in PISA because research shows that it is a significant predictor of school results in science or of pursuing a career in Science-related areas. (OECD,2007) . Students’ attitudes are considered to be a key component in the students’ appropriating their competences within Natural Sciences and Math and they include the students’motivation, interest and sense of self-effectiveness. Thus, the PISA 2006 data that was collected related to the students’ attitudes in four areas: the value (support) given to scientific research, the convictions about the ability to study Natural Sciences and  \nReceived 6 Septembrie 2010, accepted 26 septembrie 2010, published 30 Septembrie 2010.  \nMath, the interest in these areas and the responsibility towards resources and different environments. The value (support) given to scientific research is ","cbCaijBFItY8sm6q","https://ap.wps.com/l/cbCaijBFItY8sm6q","pdf",264953,"English","# 1. The students’ interest and attitude towards the study of scientific school subjects\n## PISA testing\n# 2. Method","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To examine whether 8th- and 9th-grade students show convergences or divergences in attitudes toward studying natural sciences and toward the teacher’s role in that study.\"},{\"question\":\"What do the results suggest about differences between 8th and 9th graders?\",\"answer\":\"The findings do not show clearly major differences, but they do allow shaping a profile of Physics as a school subject from the students’ interview perspective.\"},{\"question\":\"How does the study describe students’ Physics learning behavior at home and the Physics teacher’s effect?\",\"answer\":\"Students are reported to study too little for Physics at home, while the Physics teacher is considered effective in teaching and motivating students to learn.\"}]","THE 8TH AND 9TH GRADES STUDENTS’ ATTITUDE TOWARDS TEACHING AND LEARNING PHYSICS - Volume 3 - Issue 3 - 2010 Abstract and Method | PDF",1792065466]