Educational Research

Educational Research (ISSN:2141-5161) Vol. 4(3), pp. 273-285, March, 2013         
Copyright © 2013 International Research Journals

 

Full Length Research Paper

Difference in American and French undergraduate students’ perceptions and attitudes towards science and education

Teresa J. Cutright1* and Pamela Pasetto2

1Department of Civil Engineering, University of Akron, Akron OH 44325-3905

2Institute of Molecules and Materials Mans, Université du Maine, Avenue Olivier Messiaen

72085 Le Mans Cedex, France

*Corresponding Author E-mail: tcutrig@uakron.edu

Received March 8, 2013; Accepted March 19, 2013

Abstract

Attitudes toward Science survey was given to a cohort of new freshmen at The University of Akron (UA) and the Université du Maine (UM).  The UA students are scholarship recipients pursing degrees in chemistry, mathematics, biology, biomedical engineering, chemical engineering, and civil engineering.  The UM cohort are pursuing a degree in biology or geology.  The survey was also given to the students as they entered their sophomore (UA) year or midway through their junior (UM) year to assess how science perceptions change throughout curriculum.  The results were analyzed individually by university and year as well, as cross-compared between the two universities.  In addition to the survey results, potential differences on student attitude based cultural education differences (grading, faculty assistance and curriculum content) will be discussed.

Keywords: Education styles, attitudes, science.

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