Special Issue - (2016)
Special Issue - (2015)
Special Issue - (2012)
pp. 337-366 | DOI: 10.12973/ijese.2015.249a | Article Number: ijese.2015.003
Published Online: May 10, 2015
Article Views: 1109 | Article Download: 569
In order to explore students’ interest towards S&T, we developed and validated a questionnaire that simultaneously takes into account 18 components (general interest in school-S&T, utility of school-S&T, teaching methods preferences, perceived importance and preference for school-S&T with respect to other school subjects, etc.). The questionnaire was administered to 1,882 students from grades 5 through 11 (seven grade levels). Findings indicate that: a) students show a high general interest in S&T and a preference for student-centred teaching methods rather than teacher-centred ones; however, few of them perceive the utility of school-S&T for everyday life, want to spend more time doing S&T in school or intend to pursue S&T related studies or careers. Grade level differences appear to be important while gender differences are weak; b) in terms of school subjects, perceived importance and preference order, S&T seem to occupy an intermediate position; the preference order is not, however, similar to the perceived importance order. The latter, and therefore the role of S&T in school, appear to be strongly influenced by its status or its social value given in the curriculum; c) the analysis based on correlations and regressions propose some important predictors of general interest towards S&T. The results highlight, among other things, the importance for school to intervene on certain factors that promote the development of students’ interest in S&T. For instance, 1) to affirm the importance of S&T right from the beginning of elementary school, 2) to use teaching methods that allow students to establish links between what they learn in school and their lives, as well as methods centered on students’ development of inquiry processes, 3) to promote cultural activities related to S&T, and 4) to promote a positive development of self-concept through quality schooling.
Keywords: interest, science and technology, school subjects
Ainley, M., & Ainley, J. (2011). A cultural perspective on the structure of student interest in science. International Journal of Science Education, 33(1), 51-71, DOI: 10.1080/09500693.2011.518640.
Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks and emotions: Identifying the contribution of emotions to students’ reading of popular culture and popular science texts. Learning and Instruction, 15(5), 433–447.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561, DOI: 10.1037//0022-06126.96.36.1995.
Baram-Tsabari, A., & Yarden, A. (2009). Identifying meta-clusters of students' interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999-1022, DOI: 10.1002/tea.20294.
Bennet, J., Green, G., & White, M. (2001). The development and use of an instrument to assess students’ attitude to the study of chemistry. International Journal of Science Education, 23(8), 833-845, DOI: 10.1080/09500690010006554.
Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. Young (Ed.), Knowledge and control. New directions for the sociology of education (pp. 47-69). London: Collier-Macmillan.
Bernstein, B. (1997). À propos du curriculum. In J.-C. Forquin (Ed.), Les sociologues de l'éducation américains et britanniques. Présentation et choix de textes (pp. 165-171). Bruxelles: De Boeck Université.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
Chang, S.-N., Yeung, Y.-Y., & Cheng, M. H. (2009). Ninth graders' learning interests, life experiences and attitudes towards science & technology. Journal of Science Education and Technology, 18(5), 447-457, DOI: 10.1007/s10956-009-9162-6.
Colley, A., Comber, C., & Hargreaves, D.J. (1994). School subject preferences of pupils in single sex and co-educational secondary schools. Educational Studies, 20, 379–385.
Colley, A., & Comber, C. (2003). School subject preferences: Age and gender differences revisited. Educational Studies, 29(1), 59-67, DOI: 10.1080/03055690303269.
Conseil supérieur de l’éducation (1999). Pour une meilleure réussite scolaire des garçons et des filles. Avis au ministère de l’éducation. Québec : Conseil supérieur de l’éducation.
Convert, B. (2005). Europe and the crisis in scientific vocations. European Journal of Education 40(4), 361-366.
Cotgreave, P., & Davies, R. (2005). How can we measure the success of national science policies in the short or medium terms? European Journal of Education 40(4), 393-403.
Desy, E. A., Peterson, S. A., & Brockman, V. (2011). Gender differences in science-related attitudes and interests among middle school and high school students. Science Educator, 20(2), 23-30.
Dobson, R., & Burke, K. (2013). Spotlight on science learning: the high cost of dropping acience and math. Toronto: Let's talk science and Amgen Canada Inc.
Foster, E. (2010). A new equation: How encore careers in Mmth and science education equal more success for students. Washington, D.C: National Commission on Teaching and America's Future.
Fox, W. (1999). Statistiques sociales. Québec: les Presses de l’Université Laval.
George, R. (2006). A cross-domain analysis of change in students' attitudes toward science and attitudes about the utility of Science. International Journal of Science Education, 28(6), 571-589, DOI: 10.1080/09500690500338755.
Graeber, W., & Lindner, M. (2008). The impact of the PARSEL way to teach Science in Germany on interest, scientific literacy, and German national standards. Science Education International, 19(3), 275-284.
Haas, J., (2005). The situation in industry and the loss of interest in science education. European Journal of Education, 40(4), 405-416.
Hannover, B., & Kessels, U. (2004). Self-to-protoptype matching as strategy for making academic academic choices. Why hhign school students do not like math and science. Learning and Instruction, 13(1), 51-67, DOI: 10.1016/j.learninstruc.2003.10.002.
Hasni, A., Lenoir, Y. Larose, F. et Squalli, H. (2012). Interdisciplinarité et enseignement des sciences, technologies et mathématiques au premier cycle du secondaire : place; modalités de mises en oeuvre; contraintes disciplinaires et institutionnelles. Rapport de recherche. Partie 1 : les résultats de l’enquête par questionnaire. Centre de recherche sur l’enseignement et l’apprentissage des sciences (CREAS), Université de Sherbrooke.
Häussler, P. (1987). Measuring students’ interest in physics: Design and results of a crosssectional study in the Federal Republic of Germany. International Journal of Science Education, 9, 79–92.
Haussler, P,. & Hoffmann, L. (2000). A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self-concept. Science Education 84(6), 689-705.
Häussler, P., & L. Hoffmann (2002). An intervention study to enhance girls' interest, self-concept, and achievement in physics classes. Journal of Research in Science Teaching 39(9), 870-888, DOI: 10.1002/tea.10048.
Hendley, D., Stables, S., & Stables, A. (1996). Pupil’s subject preference at Key Stage 3 in South Wales. Educational studies, 22 (2), 177-186.
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13, 191–208.
Hidi, S. (2006). Interest: A unique motivation variable. Educational Research Review, 1, 69-82, DOI:10.1016/j.edurev.2006.09.001.
Hidi, S., & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151–179.
Hidi, S., Renninger, A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89–115). Mahwah, NJ: Lawrence Erlbaum Associates.
Hidi, S., & Renninger, A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.
House, J. D. (2009). Classroom instructional strategies and science Career interest for adolescent students in Korea: Results from the TIMSS 2003 assessment. Journal of Instructional Psychology, 36(1), 13-19.
Howell, D. C. (1998). Méthodes statistiques en sciences humaines. Bruxelles : De Boeck.
Imbeau, L. M. (2004). Statistiques sociales avec SPSS. Québec : PUL.
Institut de la statistique du Québec (2014). Regard sur deux décennies d’évolution du niveau de scolarité de la population québécoise à partir de l’Enquête sur la population active. Québec : Institut de la statistique du Québec.
Juuti, K., Lavonen, J., Uitto, A., Byman, R, & Meisalo, V. (2010). Science teaching methods preferred by grade 9 students in Finland. International Journal of Science & Mathematics Education, 8(4), 611-632.
Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices. Science Education 94(5), 855-887, DOI: 10.1002/sce.20391.
Khoo, S. T., & Ainley, J. (2005). Attitudes, intentions and participation. Camberwell: ACER.
Kirikkaya, E. B. (2011). Grade 4 to 8 primary school students’ attitudes towards science: Science enthusiasm. Educational Research and Reviews, 6(4), 374-382.
Krapp, A. (2007). An educational-psychological conceptualisation on interest. International Educational Journal for Educational and Vocational Guidance, 7, 5-21.
Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50, DOI: 10.1080/09500693.2011.518645.
Krstovic, M., Brown, L., Chacko, M., & Trinh, B. (2008). Grade 9 astronomy study: Interests of boys and girls studying astronomy at Fletcher's Meadow secondary school. Astronomy Education Review, 7(2), 18-24.
Lamb, R. W., Annetta, A., Meldrum, J. et Vallett, D. (2012). Measuring science interest : rasch validation of the science interest survey. International Research of Science and Mathematics Education, 10, 643-668.
Lenoir, Y. et Hasni, A. (2010). Interdisciplinarity in Quebec Schools: 40 Years of Problematic Implementation. Issues in Integrative Studies, 28, 238-294.
Muijs, D. (2011). Doing quantitative research in education with SPSS. Los Angeles : Sage.
Organisation for Economic Co-operation and Development [OECD] (2006). Evolution of student interest in science and technology studies: Policy report. Paris: OECD Global Science Forum.
Organisation for Economic Co-operation and Development [OECD] (2008). Encouraging student interest in science and technology studies. Paris: OCDE.
Ornstein, A. (2006). The frequency of hands-on experimentation and student attitudes toward science: A statistically significant relation. Journal of Science Education and Technology, 15(3-4), 285-297, DOI: 10.1007/s10956-006-9015-5.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079, DOI: 10.1002/tea.10105.
Ourisson, G. (2002). Désaffection des étudiants pour les études scientifiques. Rapport soumis au Ministère de l'Éducation nationale. Paris : Minisitère de l'éducation nationale.
Owen, S., Dickson, D., Stanisstreet, M., & Boyes, E. (2008). Teaching physics: students' attitudes towards different learning activities. Research in Science & Technological Education, 26(2), 113-128, DOI: 10.1080/02635140802036734.
Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2): 147-165, DOI: 10.1002/tea.20263.
Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847-862, DOI: 10.1080/09500690010016111.
Porchet, M. (2002). Les jeunes et les études scientifiques: les raisons de la «désaffection»; un plan d'action. Paris : Minisitère de l'éducation nationale.
Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129.
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183–207.
Reid, N & Skryabina, E.A. (2002) Attitudes towards physics. Research in Science & Technology Education, 20(1), 67–81, DOI: 10.1080/0263514022013093 9.
Rennie, L. J., & Punch, K. F. (1991). The relationship between affect and achievement in science. Journal of Research in Science Teaching, 28(2), 193–209.
Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield, & J. S. Eccles (Eds.), The development of achievement motivation (pp. 173–195). New York: Academic Press.
Renninger, K. A. & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184, DOI: 10.1080/00461520.2011.587723.
Schiefele, U. (2009). Situational and individual interest. In K. R. Wentzel., & A. Wigfield (Eds.), Handbook of motivation at school. Mahwah, NJ: Erlbaum.
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183–212). Hillsdale, NJ: Erlbaum.
Schraw, G., & Lehman, S. (2001). Situational Interest: A review of the literature and directions for future research. Educational Psychology Review, 13, 23–52.
Silver, A., & Rushton, B. S. (2008). The effect of the horsham greenpower goblin challenge on children's attitudes towards science, engineering and technology. Education, 36(4), 339-350, DOI: 10.1080/03004270701752668.
Sorge, C. (2007). What happens? Relationship of age and gender with science attitudes from elementary to middle school. Science Educator, 16(2), 33-37.
Stafford, J., & Bodson, P. (2007). L’analyse multivariée avec SPSS. Québec : PUQ.
Steinkamp, M. W., & Maehr, M. L. (1983). Affect, ability, and science achievement: A quantitative synthesis of correlational research. Review of Educational Research, 53, 369–396.
Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537, DOI: 10.1002/tea.21010.
Tuan, H.-L., Chin, C., & Shieh, S. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654, DOI: 10.1080/0950069042000323737.
Vedder-Weiss, D., & Fortus, D. (2011). Adolescents' declining motivation to learn science: inevitable or not? Journal of Research in Science Teaching, 48(2), 199-216, DOI: 10.1002/tea.20398.
Wade, S. E. (2001). Research on importance and interest: Implications for curriculum development and future research. Educational Psychology Review, 13, 243-261.
Walczak, M. M., & Walczak, D. E. (2009). Do student attitudes toward science change during a general education chemistry course? Journal of Chemical Education, 86(8), 985-991.
Wang, T. L. & Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students’ attitudes toward their science class. International Journal of Science Education, 32(18), 2413-2428, DOI: 10.1080/09500690903431561.
Young, M. (1971). Knowledge and control. New directions for the sociology of education. London: Collier-Macmillan.
Young, M. (1997). Les programmes scolaires considérés du point de vue de la sociologie de la connaissance. In J.-C. Forquin (Ed.), Les sociologues de l'éducation américains et britanniques. Présentation et choix de textes (pp. 173-199). Bruxelles: De Boeck.
Zeyer, A., & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science? International Journal of Science Education, 32(16), 2217-2233, DOI: 10.1080/09500690903585184.