Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective
Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective

Summary/Abstract: The article presents the manner of work of science teacherson the basis of students’ opinions. The research included870 6th grade primary school students, whose teachers haddifferent work experience and level of education. The authorsused the diagnostic survey as the research method.Flander’s analysis category system was used for the analysisof classroom interactions. In order to establish the relationshipbetween the pairs of quality variables, the chi-squaretest of independence was used. It has been found that theteaching style is consistent with an adopted teaching model.There are two main types of teaching models: a model basedon cognitive psychology and behavioural psychology. Themodel is reflected in the teacher’s teaching style, whichmight be reactive or directive. In the students’ opinion scienceteachers, particularly those with the shortest work experience,most often transmit their knowledge to studentsduring classes (directive style). Those with more seniorityand experience encourage students to perform certain tasksmore frequently (reactive style). Science teacher’s educationdoes not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.

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