Students’ Perceptions Concerning their Involvement in Sciences Lessons Learning Activities
In the contemporary educational settings, it becomes a priority to have a qualitative education, taking into consideration the students’ real needs and placing them in the center of the educational process. In this context, it is obvious that the learning process, specific to the students, has to support significant changes, following a well-defined trajectory from passive, mechanical learning, extrinsically motivated to an active and proactive, profound and intrinsically motivated learning. Learning in a school context is a complex and not at all easy process, which aims to achieve positive accumulations and transformations in the way of thinking, feeling and acting of the students. To achieve effective learning is extremely important for the teacher to create opportunities for each student in the process of experiencing successful learning, being interesting how students relates to learning outcomes and what are their opinions about the learning activity. In this sense, the paper aims to investigate the upper secondary school students’ perceptions considering their learning process in relation to Sciences lessons. For this purpose, in the context of the FP7 PROFILES project, we pursued an analysis based on the feed-back offered by 529 students to a questionnaire, built with predefined responses placed on a Likert scale with seven steps. The questions were oriented on important issues related to the learning activity, like the manifestation of their skills within the Sciences lessons subjects, perception concerning the difficulty/ease of learning new things, thoughts about the difficulty of school tasks and perception regarding their academic performance, associated with success or failure in the proposed learning activity.
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