field of education, as well as for parents.
The theme of the present study places us on a new territory, being of interest for the specialists in the field of educational sciences, for all those who have concerns in the. The way and the level a school-aged pupil adapts to different learning systems are mainly influenced by the family, the social background, the educational background, all of which will later reflect upon school success. These findings, in accordance with those in other topic areas, call for revaluation of teaching approaches in teaching in science. There were also indications that support the correlation between the low achievement and the social environment of the pupils. It was ascertained that the taught subject had a short term effect in their way of thinking. They claim that buoyancy depends on the shape, the weight, the surface, etc., of the dipped body, or on the total volume of the liquid where the body is submerged. that the majority of pupils and a great number of students ignore the factors that affect the buoyancy. For the elicitation and recording of these ideas a written questionnaire was used, a few months after the topic was taught to them. to those of 4th year students of School of Primary Education of Athens University about the buoyancy in liquids.
Our research aimed to compare the ideas of Primary School children aged 10-12 y. The effect of poverty on reading achievement was explained by residence in lower quality neighborhoods, lower levels of cognitive stimulation, and parent–youth conflict. Three parenting practices-providing cognitive stimulation, parent–youth conflict, and academic involvement-predicted both types of achievement. Attendance in higher-rated schools was associated with higher reading and mathematics scores, but residence in better quality neighborhoods was related only to reading achievement.
Youths of mothers who began childbearing at older ages, had higher levels of intellectual abilities, and reported no English language problem scored better on both types of achievement tests, but poverty was related only to reading achievement. Youths who were Mexican American, older, and had an English language problem had lower levels of reading and mathematics achievement. Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement.
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