Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11

Patrice Potvin,Abdelkrim Hasni

doi:10.1007/s10956-014-9512-x

Abstract

Interest in school science and technology (S&T) remains an important issue as it is linked to achievement and the intention to pursue studies or careers in S&T. Around the world, a number of studies have shown that interest in S&T declines with school years. However, some divergences from the general trend have been demonstrated in certain contexts, sub-periods, or for closely related subconstructs. We administered 2,628 questionnaires to students in grades 5 through 11 in the province of Québec, Canada. The questionnaire explored many factors (including out-of-school and school-related preferences, difficulty, importance, frequency), allowing us to track these closely related variables for a seven-year period. Among others, the results show a general degradation in-school S&T factors but an improvement in out-of-school S&T variables and of interest in S&T studies and careers. S&T is perceived as increasingly difficult and valuable compared with all other subject matters taken one-on-one. Some shorter fluctuations are analysed and interpreted in comparison with the evolution of certain teaching practices.

Highlights

Interest in school science and technology (S&T) remains an important issue as it is linked to achievement and the intention to pursue studies or careers in S&T
The results show a general degradation inschool S&T factors but an improvement in out-of-school S&T variables and of interest in S&T studies and careers
In line with our second research question, where we argued that comparisons with other disciplines can lead to more robust results, our sixth research question becomes: (Q6) What is the evolution of perceived importance and of perceived difficulty rankings of S&T in comparison to other disciplines?

Summary

Introduction

Interest in school science and technology (S&T) remains an important issue as it is linked to achievement and the intention to pursue studies or careers in S&T. Cultivating positive attitudes, motivation, and interest in school tasks and scientific subject matters is not a futile issue. Even though it is sometimes understood as a desirable but inconsequential effect of successful teaching, recent research has argued that it might be more central to learning than believed: From childhood through adolescence, across varied populations, those with higher academic intrinsic motivation are more competent in school, evidencing significantly greater academic achievement, more positive perceptions of their academic competency, lower academic anxiety, and less extrinsic motivation. It has been understood that attitude plays an important part in the intention to pursue science studies. ‘‘In previous work in the USA and Australia, attitudes towards science classes have been found to be the best predictors of students’ intentions to enrol in science classes’’ (Reid and Skryabina 2002, p. 69)

Methods

Results

Discussion

Conclusion