Student experience and interest in science: Connections and relations with further education

Anders Jidesjö,Åsa Danielsson

doi:10.5617/nordina.936

Abstract

Students’ problems with learning science in school are well documented. Earlier studies report on differences in students’ interest in and attitudes towards science due to gender and age. However, fewer studies have focused on relations with experience and recruitment on a detailed content level. Present paper presents a statistical analysis of student interest in specific content areas and combines this with student experience of science and science-related activities outside school. The result shows that patterns of interest and experience can be identified. These patterns showed differences in gender and also relate to student preferences of upper secondary education. The results are presented on both a detailed content and an experience level. The results are discussed in relation to the purpose of compulsory science education. The study contributes to the discussion about a more relevant science education by presenting concrete content and experience dimensions from a student perspective.

Highlights

Students’ interest in science has long been a topic for discussion
By analysing the content level in relation with student experience and gender, the study contributes to the knowledge of how young peoples’ interest in science is related to their previous experiences and with desirable choices for upper secondary education
This paper shows that there are as many science components connected with female experiences and interests as there are male ones, which becomes more obvious when broad categories are broken up and topics are analysed on a content level

Summary

Introduction

Students’ interest in science has long been a topic for discussion. Gardner (1975) summarized the research done in the earlier decades of the 20th century and called for more attention to be paid to gender differences. A number of studies have been conducted since. Today there is a broader discussion around the world concerning the purpose and aim of science education. It has been shown that when science is taught many students experience difficulties relating to the topics presented (Lindahl, 2003; Lyons, 2006; Jenkins and Nelson, 2005). Millar (2006) argue that science education needs to fulfil two missions: educating students to take part in cultural movements while at the same time preparing some for future studies. Societies need experts within the fields of science in combination with an informed population. One of the obstacles in developing a science education from this stand-

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Conclusion