ABSTRACT

This study investigated elementary students' perception of science learning and science career, the relationship between the two elements, and major factors to influence science career preference. The differences in students' perception were studied by their grades and gender. In general, 3 to 6 grade students' perception of science learning was positive in this study. Students' internal motivation, external motivation, science learning preference, and self-efficacy showed statistically significant difference. The significant difference appeared mainly in grade 3, 5, 6. Compared to their perception of science learning, students' perception of science career showed low. Their perceptions of science career were high in grade 3 and low in grade 6. Compared to female students, male students' science learning and career preferences appeared higher. There was high correlation between the perception of science learning and science career. The regression analysis of science career preference showed that the main factors explaining science career preference were science learning preference, value perception of science career and self-efficacy of science learning. These three factors explained 46.0% of science career preferences. This result implies that for higher science career preferences, students need to have high science learning preference, high perception of the science career value and high self-efficacy of science learning.

KEYWORD

Science Career, Science Learning, Perception, Elemenetary

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