Why biology is named asmultidimenstional subject
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Topic dimensions included biochemical processes, nonhuman organisms, human biology, personal hygiene, and practical applications; the activity dimensions were experiential learning, reception learning, writing/summarizing and group discussion; motives included environmental issues, moral issues, examination success, personal independence, problem solving, and four career dimensions (research, high‐status professions, lower‐status careers, “woodsy‐birdsy” careers). In an analysis described in Part II of this paper, the students were classified into four groups on the basis of their grade‐11 subject enrollment intentions: H (high‐level biology), L (low‐level biology), P (physical science), and N (no science). Zero‐order and multiple correlations were found between interest and other variables and membership/nonmembership of the four groups. Students in Group H were characterized by higher achievement in year‐10 biology, higher levels of enjoyment of biology, career orientations towards research or high‐status biology‐based professions, greater interest in various biology topics, especially reproduction/cell division/genetics, and a greater tendency to regard the Bagrut (grade‐12) examination as interesting. Students in Group N displayed lower levels of interest in various topics (especially the microscope, plants, and reproduction), were less motivated to solve problems, had poorer grades in biology (and chemistry), were less likely to perceive biology as useful, were less likely to regard the Bagrut examination as fair, and were less likely to be interested in social modes of learning. There were few associations between interest variables and membership in Groups L or P.