Abstract
This chapter will report and discuss the consolidated first-hand research data and findings on the students’ affective domain (excluding their interest in science topics) and choices of science learning in Mainland China as obtained from two international projects called ROSE (Relevance Of Science Education) and IRIS (Interests & Recruitment in Science) over the last few years. The findings provide more accurate and objective description of the Chinese learners’ general characteristics of science learning as based on the use of reliable ROSE and IRIS instruments for large-scale collection of data from Chinese learners in Grade 9 level and in first year of university level. The ROSE project focuses on the affective domain of science learning (including out-of-school experiences, views and career orientation as related to science and technology) and targets at those 15-year-old students, filling the gaps found in the two well-known performance-based assessment called TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). The Chinese ROSE survey instrument was first administered in Hong Kong, Shanghai and Guangzhou, as a pilot study in 2007 with around 2,400 valid questionnaires returned, and then a full-scale study was consecutively conducted in several Chinese cities over the last four years. Complementary to the ROSE study, the IRIS project collects evidence to address the frequently asked questions regarding the relationship between young people’s educational choices and their priorities, considerations, values and experiences with reference to their science, technology, engineering and mathematics (STEM) higher education. The IRIS was administered to over 2,700 first year undergraduates in 3 large universities in Guangzhou, revealing the relative importance of various kinds of factors and considerations on the students’ choices of STEM programmes.
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