Open Access
SHS Web of Conferences
Volume 26, 2016
ERPA International Congresses on Education 2015 (ERPA 2015)
Article Number 01103
Number of page(s) 6
Published online 26 April 2016
  1. Chang, S. N., Yeung, Y. Y., & Cheng, M. H. (2009). Ninth graders’ learning interests, life experiences and attitudes towards science and technology. International Journal of Science Education and Technology, 18, 447–457. [CrossRef]
  2. Elster, D. (2007). Student interest: the German and Austrian ROSE survey. Journal of Biological Education, 42(1), 5–11. [CrossRef]
  3. Erden, T. E., & Sönmez, S. (2011). Study of Turkish preeschool teachers´attitudes toward science teaching. International Journal of Science Education, 33(8), 1149–1168. [CrossRef]
  4. Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336. [CrossRef]
  5. Fensham, P. J. (2004). Beyond Knowledge: web Outcome Qualities for Science Education. In: Janiuk, R. M. & Samonek- Miciuk, E. (Ed.), XIth Symposium Proceedings, International Organization for Science and Technology Education (IOSTE), 25-30 July.
  6. French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19, 138–149. [CrossRef]
  7. García, M., & Domínguez, R. (2011). La enseñanza de las ciencias naturales en el nivel inicial. Propuestas de enseñanza y aprendizaje. Homosapiens ediciones. Santa Fé, Argentina.
  8. Hallam, S., & Ireson, J. (2003). Secondary school teacher´s attitudes towards and beliefs about ability grouping. British Journal of Educational Psychology, 73, 343–356. [CrossRef]
  9. Jones, M. G.; Howe, A. y Rua, M. J. (2000). Gender diferences in students experiences, interest and attiutdes toward science and scientist. Science Education, 84, 180–192. [CrossRef]
  10. Murphy, C., & Beggs, J. (2005). Primary science in the UK: A scoping study (Final Report to the Wellcome Trust). London: Wellcome Trust.
  11. OECD Organisation for Economic Co-operation and Development. (2006). Evolution of Student Interest in Science and Technology Studies. Policy Report. Last view May 16, 2015 from
  12. Osborne, J., Driver, R., & Simon, S. (1998) Attitudes to science: issues and concerns. School Science Review, 79 (288), 27–33.
  13. Rivkin, S., Hanushek, E. A., & Kain, J. (2005). Teachers, school, and academic achievement. Econometrics, 73, 417–458. [CrossRef]
  14. Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. (2008). Learning Science through inquiry in kindergarten. Science Education, 92, 868–908. [CrossRef]
  15. Sjøberg, S., & Schreiner, C. (2005). Young people and science. Attitudes, values and priorities. Evidence from the ROSE project. Keynote presentation at EU’s Science and Society Forum 2005. Session 4: How to foster diversity, inclusiveness and equality in science. Bruselas, European Union.
  16. Torquati, J., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early childhood educators´ perceptions of nature, science and environmental education. Early Education and Development, 24, 721–743. [CrossRef]
  17. Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In Second International Handbook of Education. Springer Science+Business Media B. V.
  18. Vázquez, A., & Manassero, M. A. (2004). Imagen de la ciencia y la tecnología al final de la educación obligatoria. Cultura y Educación, 16(4), 385–398. [CrossRef]
  19. Vázquez, A., & Manassero, M. A. (2006). Los intereses curriculares en ciencia y tecnología de los estudiantes de secundaria. Islas Baleares: Universitat de les Illes Balears y Conselleria d´Educació y Cultura de les Illes Balears.
  20. Vázquez, A., & Manassero, M. A. (2009). La relevancia de la educación científica: actitudes y valores de los estudiantes relacionados con la ciencia y la tecnología. Enseñanza de las ciencias, 27(1), 33–48.
  21. Wayne, A., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73, 89–122. [CrossRef]