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How Did Japanese Students Respond to the Questionnaires of The Relevance of Science Education? Masakata Ogawa & Shoko Shimode Kobe University, Japan.

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Presentation on theme: "How Did Japanese Students Respond to the Questionnaires of The Relevance of Science Education? Masakata Ogawa & Shoko Shimode Kobe University, Japan."— Presentation transcript:

1 How Did Japanese Students Respond to the Questionnaires of The Relevance of Science Education? Masakata Ogawa & Shoko Shimode Kobe University, Japan

2 Purpose of the Presentation Not to Intend to Show an Overview of Japanese Students Responses to Each ItemsNot to Intend to Show an Overview of Japanese Students Responses to Each Items But to Show an Analytical Framework for the Use of Prospective Comparative Studies among Various CountriesBut to Show an Analytical Framework for the Use of Prospective Comparative Studies among Various Countries To Appreciate Discussion on the UsabilityTo Appreciate Discussion on the Usability

3 Japanese Educators Concern Rapid Underway in Bipolarization of Students AchievementsRapid Underway in Bipolarization of Students Achievements –Good Achievers Getting Better & Better –Poor Achievers Getting Worse & Worse Possible Reason (An Issue)Possible Reason (An Issue) –Socio-Economic Stratification Also Differentiation in Attitudes?Also Differentiation in Attitudes? Are Japanese Students Heterogeneous?Are Japanese Students Heterogeneous? –How to Identify Such Sub-Groups?

4 Are There Any Ways to Classify Students into Several Groups in terms of their Differential Attitudes toward Science by Utilizing ROSE? Preliminary Research Question

5 An Analytical Framework (1) Pre-Supposed ValuablesPre-Supposed Valuables –Nationality, Sex or Number of Books How to Reflect Students Differential Attitudes toward Science in the Analysis of ROSE Data?How to Reflect Students Differential Attitudes toward Science in the Analysis of ROSE Data? Are There Any Appropriate Items in the ROSE to Construct a New Valuable?Are There Any Appropriate Items in the ROSE to Construct a New Valuable?

6 An Analytical Framework (2) Cross-TabulationCross-Tabulation –F2 (School science is interesting) –F5 (I like school science better than most other subjects) –(Agree + lo Agree) VS (Disagree + Lo Disagree) Absolute Interests in School Science VS Relative Likeness of School Science among School SubjectsAbsolute Interests in School Science VS Relative Likeness of School Science among School Subjects

7 Loving School Science Loving other Subjects No Interest Interest Specific Priority Other Priority Poor Priority Not-Positive Priority

8 Survey for Japanese Sample (1) ROSE Questionnaires for Japanese SampleROSE Questionnaires for Japanese Sample –Translation into Japanese by Ogawa Checked Its Readability by Two Pre- Service Elementary Teachers –Printed into a Booklet

9 Survey for Japanese Sample (2) Sample StudentsSample Students –50 Lower-Secondary Schools Selected Randomly among 11203 Schools Listed in the School Directory by MOE –19 Schools among the 50 Schools Were Successfully Involved in –Total 19 Classes with 560 Students (268 Girls, 291 Boys with one unknown) SurveySurvey –Administered by Each Classroom Teacher in March 2003

10 Sample Schools in Japan

11 sex F5. I like school science better than most other subjects total disagreelo disagreelo agreeagree girl F2. School science is interesting disagree3430037 lo disagree46265178 lo agree282316269 agree1318213183 total121704234267 boy F2. School science is interesting disagree2431028 lo disagree29165151 lo agree254419290 agree5184248113 total83816751282 Cross-Tabulation between F2 and F5 among Japanese Samples

12 Classification of Japanese Students in terms of School Science Preference Specific Priority Other Priority Poor Priority Non-Positive Priority Total Girls7026.2%8230.7%10940.8%62.2%267100% Boys11139.4%9232.6%7225.5%72.5%282100% Total18133.0%174(5)31.7%18133.0%132.4%549100%

13 Big Questions How and By What Do Students Differentiate into such Groups?How and By What Do Students Differentiate into such Groups? Whats the Characteristics of the Other Priority Group?Whats the Characteristics of the Other Priority Group? How to Develop Appropriate Curricula and Instructions for Respective Groups in order to Cultivate (Respective) Science Literacy?How to Develop Appropriate Curricula and Instructions for Respective Groups in order to Cultivate (Respective) Science Literacy? Is It Possible to Turn the Other Priority Group into the Specific Priority Group?Is It Possible to Turn the Other Priority Group into the Specific Priority Group?

14 General Characteristics of Three Major Groups of Japanese Samples

15 Things to Learn About Specific Priority Group Has Much More Interests in Broader Range of the ItemsSpecific Priority Group Has Much More Interests in Broader Range of the Items Other Priority Group Shows Interests in Narrower Range of the itemsOther Priority Group Shows Interests in Narrower Range of the items Poor Priority Group Responses Negatively to Most of the ItemsPoor Priority Group Responses Negatively to Most of the Items

16 sex A36. How the eye can see light and colours Total not interested lo not interested lo very interested very interested girl PoorFrequency 34422211109 Adjusted Residue 3.11.6-2.1-2.8 SpecificFrequency 1116251769 Adjusted Residue -1.4-2.02.01.7 OtherFrequency 1228231982 Adjusted Residue -1.9.2.31.4 TotalFrequency 57867047260 boyPoorFrequency 27319572 Adjusted Residue 3.31.1-3.1-1.7 SpecificFrequency 17323923111 Adjusted Residue -2.6-2.42.73.3 OtherFrequency 204025792 Adjusted Residue -.41.5.2-1.8 TotalFrequency 641037335275 Typical Example Pattern of Response Distribution

17 My Future Job No Significant Differences of Response Patterns among the Three Groups in Most of the ItemsNo Significant Differences of Response Patterns among the Three Groups in Most of the Items The Items the Specific Group Showing Much More Preference to are:The Items the Specific Group Showing Much More Preference to are: –B6: Building or repairing objects using my hands –B7: Working with machines or tools –B11: Coming up with new ideas –B15:Working with something I find important and meaningful –B25:Developing or improving my knowledge and abilities

18 Me and the Environment No Significant Difference Found among the Three Groups Response Distribution in Most of the Items ExceptNo Significant Difference Found among the Three Groups Response Distribution in Most of the Items Except –D1: Threats to the environment are not my business (Almost Everybody Negative) –D3: Environmental problems are exaggerated (Mostly Negative Except Boys in the Specific) –D7: We can still find solutions to our environmental problems (Almost Everybody Positive) –D10: People should care more about protection of the environment (Almost Everybody Positive) Japanese Students Views toward Environmental Issues are Well-Balanced but Negative to the Extremely Optimistic OnesJapanese Students Views toward Environmental Issues are Well-Balanced but Negative to the Extremely Optimistic Ones

19 My Opinions about S & T Items the Specific Group React Positively and the Poor Group Do Negatively are;Items the Specific Group React Positively and the Poor Group Do Negatively are; –G2, G4, G5, G6, G9, G12 (Positive Aspects of S & T) (Positive Aspects of S & T) Fundamentally, Japanese Students are Ambivalent and Skeptical to S & T and ScientistsFundamentally, Japanese Students are Ambivalent and Skeptical to S & T and Scientists

20 Out-Of-School Experiences No Clear Tendencies FoundNo Clear Tendencies Found Preliminary Cluster Analysis PerformedPreliminary Cluster Analysis Performed –Techno-Scientific Items (Common) –Modern-Techno Items (TV, Radio) (Common) –Outdoor Experiences (I) (Camping) (Common) –Outdoor Experiences (2) (Hunting-Gathering) (Specific and Other) –Collections & Science Class Tools (Specific ) –Primitive Technical Tools and Items (Few) –Nomadic Items (None)

21 Hunting-Gathering Way of Life (JOMON Way of Life) Agricultural-Nomadic Way of Life (YAYOI Way of Life) Manufacturing-Industrial Way of Life Techno-Informatic Way of Life Activities and Knowledge Derived from Amalgamated Activities And Knowledge in Contemporary Way of Life A Stratified Model of Activities and Knowledge Amalgamation for Contemporary Japanese People (Ogawa, 2002) (Ogawa, 2002)

22 Out-Of-School Experiences No Clear Tendencies FoundNo Clear Tendencies Found Preliminary Cluster Analysis PerformedPreliminary Cluster Analysis Performed –Techno-Scientific Items (Common) –Modern-Techno Items (TV, Radio) (Common) –Outdoor Experiences (I) (Camping) (Common) –Outdoor Experiences (2) (Hunting-Gathering) (Specific and Other) –Collections & Science Class Tools (Specific ) –Primitive Technical Tools and Items (Few) –Nomadic Items (None)

23 Japanese Students Responses to Techno-Scientific Life Style (1) Girls in the Poor Group are Heavier User of Mobile Phones than Boys in Any Other GroupsGirls in the Poor Group are Heavier User of Mobile Phones than Boys in Any Other Groups Girls in the Poor Group are also Much More enjoying SMG, while among Boys in the Three Groups No Significant Differences FoundGirls in the Poor Group are also Much More enjoying SMG, while among Boys in the Three Groups No Significant Differences Found Preference of Computer Games are No Significant Differences among the Three GroupsPreference of Computer Games are No Significant Differences among the Three Groups

24 sex H44. used a mobile phone total neverlo neverlo oftenoften girlGroup_3PoorFrequency 471187109 Adjusted Residue -2.22.9 SpecificFrequency 68124470 Adjusted Residue 1.41.1.3-1.6 Other Frequency 47195282 Adjusted Residue -.2.02.1-1.6 totalFrequency 142242183261 boyGroup_3PoorFrequency 914123671 Adjusted Residue -.7.1-.81.1 SpecificFrequency 15252148109 Adjusted Residue -.51.2-.3 OtherFrequency 1714223992 Adjusted Residue 1.1-1.31.1-.7 totalFrequency 415355123272 H44. used a mobile phone * sex

25 Japanese Students Responses to Techno-Scientific Life Style (2) Experience in Internet Information Search : No Differences among Girls, but Found is Significance among Boys: The Other and the Specific Groups are More ExperiencedExperience in Internet Information Search : No Differences among Girls, but Found is Significance among Boys: The Other and the Specific Groups are More Experienced Boys in the Specific Group are Most Used Dictionaries, Encyclopedia on ComputerBoys in the Specific Group are Most Used Dictionaries, Encyclopedia on Computer Experiences in Downloading Music from the Internet and in the E-mails are No Difference among the Three Groups and SexExperiences in Downloading Music from the Internet and in the E-mails are No Difference among the Three Groups and Sex Word Processor in the Computer is less Frequently Used by the Poor GroupWord Processor in the Computer is less Frequently Used by the Poor Group

26 One Symbolic Lesson Girls in the Poor GroupGirls in the Poor Group –The Least Lover of School Science with Indifference to Science & Technology –Heavy User of Mobile Phones and of SMG –Interests in the Possible Radiation Dangers of Mobile Phones and Computers (No S. D.) –Interests in How Mobile Phones Can Send and Receive Messages? (No S.D.)

27 Implications & Way Forward Do We Identify Four Groups of Students in Any Countries?Do We Identify Four Groups of Students in Any Countries? What are the Relative Ratios among the Groups in Respective Countries?What are the Relative Ratios among the Groups in Respective Countries? What Kinds of Characteristics Does Each Group Have in terms of Attitudes toward Science or Science Classes?What Kinds of Characteristics Does Each Group Have in terms of Attitudes toward Science or Science Classes? How Do Students Differentiate into such Groups?How Do Students Differentiate into such Groups? Can the Other and Poor Groups Turn to be the Specific Group?Can the Other and Poor Groups Turn to be the Specific Group?

28 How about Sharing the Framework? ContactOgawam@Kobe-u.ac.jp


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