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

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 inschool 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.

Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School

“…Similar, but not identical, changes have been observed in other studies. For example, in a longitudinal survey of secondary school students in Canada, the students' interest in science and technology declined over time but remained positive, while the students' perceived utility of science and the students' attraction to science and technology studies and careers increased over time (Potvin and Hasni 2014).…”

Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science

“…Näiteks kui õpilastele õpetada ainult uut ainesisu, jättes arvestamata eelteadmised ja igapäevaelulise konteksti, siis see vähendab nende huvi teema vastu (Fensham, 2004;Osborne & Collins, 2001;Salta & Tzougraki, 2004). Ka vanuse suurenemisega väheneb õpilaste huvi loodusteadusi õppida (Dawson, 2000;Osborne, Simon, & Collins, 2003;Potvin & Hasni, 2014;Walpner et al, 2016). Lisaks võib soodustada huvi kahane mist loodusteaduslike õppeainete eraldi õpetamine (Reid & Skryabina, 2003) ning abstraktsete, teoreetiliste teemade intensiivsem käsitlemine alates põhikooli 7. klassist, seda eriti just füüsika ja keemiaga seonduvate teemade puhul (Walpner et al, 2016).…”

“…Lavoneni jt (2008) uuringust selgus, et kui füüsika-ja keemiateemad esitati personaalses, õpilaste igapäevaeluga seotud kontekstis, siis pakkusid need õpilastele enam huvi kui pelgalt teoreetilised ja ainealased teemad. Peale kontekstuaalse aspekti võib keemia-või füüsikaspetsiifiliste teemade ebahuvitavust seostada ka õpilaste sooliste ja vanuseliste eripäradega (Potvin & Hasni, 2014;Walpner et al, 2016) ning Eesti kontekstis ka loodusteaduslike õppeainete eraldi õpetamisega alates 8. klassist.…”

Determinants of Bachelor Students’ Intention to Enter a Research-Oriented Career

“…Moreover, many researchers (Osborne, Simons & Collins, 2003;Barmby, Kind & Jones, 2008;Bennett & Hogarth, 2009;Potvin & Hasni, 2014) have come to the conclusion that the interest and attitude to school science decreases in secondary schools when students are older than eleven years. This statement is not always confirmed.…”

“…Barmby et al (2008) mention some studies making the opposite observation: the attitude of students towards science does not decrease in the beginning of secondary education. Furthermore, Bennett and Hogarth (2009) and Potvin and Hasni (2014) observe that at the end of secondary school the interest of students for out-of-school science grows and that students see themselves choosing for a ISSN 2330-9709 2016 www.macrothink.org/jet 20 science career. Although these observations are not immediately connected with a research career, they show that the attitude towards research might change depending on the age of the student, and this might also have its consequences for career choice.…”