Portrayals of science and scientists, and ‘science for citizenship’

Abstract

There are increasing calls in the science education community for 'science for citizenship' as an important goal for the school science curriculum of the 21st century. The potential influence of portrayals of science and scientists in popular culture on the achievement of this goal is explored in this paper through a review of the literature. We develop a framework of important questions citizens ask in considering personal and social decision making in relation to science and technology issues, and how portrayals of science and scientists might contribute to this decision making process.

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

“…Consistent with other studies (Schibeci and Lee 2003;Scherz and Oren 2006), the present results shows how school experience of STEM could make a crucial difference in young people's predisposition to STEM learning and careers. In the case of Abu Dhabi, STEM enhancement and enrichment activities might be seen as a mechanism for generating interest in the subjects.…”

“…The results are consistent with other studies (Dimopoulos and Smyrnaiou 2005). A linkage of these constructs with students' career choices and personal and social lives has also been reported (Britner 2008;Schibeci and Lee 2003). Students' "interest in science" is significantly influenced by "my science class" with a 0.529 parameter strength.…”

“…Such information might enhance and develop knowledge and awareness of what challenges we are facing in our effort to make students equipped to meet the environmental challenges (Bottiaa et al 2015). The questions about "my science class" provide information about different aspects of the students' perception of their science classes, including their motivation for science at school, their self-confidence in their own abilities in science at school, what they get out of science at school, and their perceptions of the necessity of science education (Schibeci and Lee 2003). This is because some aspects such as self-confidence, attitudes, interests, beliefs, and motivation are key factors associated with learning a subject (Britner 2008).…”

“…Students are likely to experience some aspects of school science that are perceived to be mathematical and hence difficult (Sjøberg 2002b). Students' perceptions of science are related to their views of scientific knowledge and practice from science classes and to their attitudes toward science (Oversby 2005;Schibeci and Lee 2003).…”

“…Many countries over the world face the task of recruiting more individuals into STEM industries (Hill et al 2010). Students' interests, attitudes, self-efficacy beliefs, and images of science and scientists interact (Dimopoulos and Smyrnaiou 2005;Schreiner and Sjøberg 2004) and consequently affect their achievement (Jones et al 2000;Britner and Pajares 2006;Siegel and Ranney 2003) as well as their study and career choices and personal and social lives (Cleaves 2005;Britner 2008;Schibeci and Lee 2003).…”