Abstract
While there are research studies into students’ affective perspectives revolving around science and science education over the last five decades, there are few studies on students’ attitudes and beliefs in these areas in developing countries in South East Asia, particularly those that do not participate in international assessment programs. This quantitative study investigated the affective profiles of Year 9/10 students in science/science learning from seven South East Asian countries and Australia to understand the similarities and differences in students’ attitudes and the implications in advancing the STEM education agenda in these countries. Comparative studies perform several important functions that are closely interlinked and this study heightens our awareness of the impact of systems and cultures on students’ emotional views in the areas of science/science education, allowing country coordinators and policy makers to compare and review teaching practices to enhance student engagement and performance. The implications of the study are discussed.
Highlights
It is widely accepted, on a global scale, that science, technology, engineering and mathematics (STEM) education as well as its research and development contribute significantly to a nation’s productivity and wealth, economic competitiveness and social wellbeing. Freeman, Marginson and Tytler (2015) indicated that contemporary nations with economies that are robust are strong in STEM
The importance of STEM education has been argued around two strands: the (i) political/business articulation of an urgency that the workforce needs STEM skills, estimating that these skills are required for 75% of the fastest-growing occupations in the growth of a different economy that we are witnessing (Becker & Park, 2011) and (ii) educational argument that the benefits of STEM skills are transferable to other non-STEM related careers and civic participation in society (Education Council, 2018)
Working collaboratively with the South East Asian Ministers of Education Organisation (SEAMEO) through their Regional Centre for Education in Science and Mathematics, this study investigated the attitudes towards science/science learning of Year 9 and 10 students from seven South East Asian countries and Australia to understand the similarities and differences in students’ attitudes and the implications in advancing the STEM education agenda in these countries
Summary
On a global scale, that science, technology, engineering and mathematics (STEM) education as well as its research and development contribute significantly to a nation’s productivity and wealth, economic competitiveness and social wellbeing. Freeman, Marginson and Tytler (2015) indicated that contemporary nations with economies that are robust are strong in STEM. STEM education is mainly focused on science and mathematics education, some nations’ curriculum are beginning to include engineering and computer science education, for example the Australian and UK syllabuses. There is interest amongst many countries to assess their students’ performance in school science and mathematics through programs such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). These cognitive assessments rank countries according to the students’ performance and governments use these rankings to compare their students’ scientific and mathematical literacy against other countries but against itself from cycle to cycle of assessments. A drop in ranking from one cycle of testing to the may send off alarm
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