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Abstract
Parents’ views, beliefs, and experiences greatly affect children’s attitudes toward education. The research aimed to identify the parents’ perception in the past, present, and their desired priorities in science education as well as investigated the adolescents’ perceptions based on gender and academic performance on science. As a survey study, this research relied on a questionnaire as the primary method of data collection which the data gained then was analysed by using statistical descriptive (percentage). The results showed that the priorities in education have shifted toward physics and chemistry in recent decades. Moreover, biology and earth science were found to be perceived as ‘easy’ and ‘secondary’ areas in comparison to the ‘superior’ ones (physics and chemistry). This has been strengthened by the critical situation for earth science, as the education system of Japan often does not al low the students to select it. Thus, the parents wished for a more balanced system. There was a difference in adolescents’ perceptions of science areas based on gender and academic performance. Physics and chemistry were associated with boys and top performers, while biology and earth science were supposed to ‘fit’ girls and low performers.
Highlights
There are three main groups of stakeholders in school teaching and learning: students, their parents and teachers
Respondents’ background The parents were asked to identify science subjects (Physics (Ph), Chemistry (Ch), Biology (Bi), and Earth Science (ES)) that they chose while they were studying in upper secondary schools
The results showed that the students’ choice of science subjects in high schools of Japan was often a ‘forced’ one, and is caused by the requirements of entrance exams, parents’ influence, and other factors
Summary
There are three main groups of stakeholders in school teaching and learning: students, their parents and teachers. In a major review of the research conducted during last four decades from the 20th century, Osborne, Simon, and Collins (2003) found that there was an overall decrease in student attitudes toward science education Various studies from this period highlighted a general ignorance of science in society (Durant, Evans, & Thomas, 1989; Miller, 2004; Sturgis & Allum, 2004). All of this has happened during a time of an increasing realization of the economic, technological and cultural importance of scientific knowledge in society (Mullis et al, 2011; Osborne et al, 2003).
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