Students’ values in science education: a scoping review

Abstract

ABSTRACT There is growing recognition that when students’ values (i.e. the things they consider important) are acknowledged, relationships are strengthened, academic engagement and achievement improve, and student wellbeing is enhanced. However, surprisingly, limited studies have examined the values espoused by students in science education. This review begins by arguing for a greater values focus in science education, defines key terms, and then reviews the limited studies explicitly examining values in science education. A scoping review is then undertaken to tease out students’ values across the science education literature using a methodology developed in mathematics education values research involving extracting students’ values from closely related constructs (e.g. attitudes, beliefs, identities). In total, 55 different values were extracted across 91 publications. Across geographical regions, both value similarities and differences were found. We also explored the values that often co-occur. Our review develops important knowledge about student values in science education by defining, extracting, and then examining the relationships between students’ values. It also points to target areas that may improve students’ positive learning experiences and wellbeing in science education.