2. Factors Related to Students’ Interest in Science Learning Kostas Dimopoulos, Assistant Professor, Dept of Social and Educational Policy, University of Peloponnese Zacharoula Smyrnaiou, Researcher Education Research Center of Greece 1

3. Introduction n The literature of Science Education offers important data concerning the students’ attitudes towards science and to the continuing decline in the interest of young people in pursuing scientific careers (for a useful review see Osborne, 2003). n Studies have incorporated a range of components in their measures of attitudes to science including: anxiety toward science, the value of science, self-esteem at science, etc. 2

4. The Rose project The Rose project n ROSE is an international comparative project that sheds light on factors of importance to the learning of and interest in science and technology. ROSE covers a wide range of countries (20) from all continents. Key international research institutions and individuals work jointly. n The project has as the overall aim the development of theoretical perspectives and collection of empirical evidence from the learners for deliberations about policy and priorities in the contents of S&T education in diverse cultures and contexts. The key words are relevance and meaning. 3

5. Theoretical perspectives (1) n Some researches indicate the students’ attitudes towards school science by asking pupils to rank their liking of school subjects (Whitfield, 1980; Ormerod, 1971; Havard,1996; Osborne and Collins, 2000). n Studies have shown a contradiction between students’ attitudes towards science in general and their attitudes towards school science. Their attitudes towards science itself are positive (English Assessment of Performance Unit, 1988; The Research Business, 1994). n The ‘lack of experiences in science leads to a lack of understanding of science and contributes to negative attitudes to science’ (Kahle and Lakes, 1983 ). 4

6. Theoretical perspectives (2) n Research studies have identified the crucial importance of gender. They have shown that boys have a consistently more positive attitude towards school science than girls (Lightbody and Durndell, 1996; Jovanic and King, 1998; Weinburgh, 1995). n Most studies have found no significant relationship between socio-economic class and attitudes towards science. n Other findings support a relationship between parental support and attitudes to science (Simpson and Oliver 1990). 5

7. Objective Objective n This presentation, based on Greek data from the ROSE project aims at exploring the factors related to students’ interest in science learning. n a) kind of attitudes towards science as a school subject n b) kind of attitudes towards science and technology, n c) level of engagement with out of school techno- scientific activities, n d) gender, n e) socio_economic family status and n f) parental educational level 6

8. The sample n The sample of the study consisted of 583 Greek students at the end of their compulsory secondary schooling (age 15/16 years old), when important choices are made about future careers. n These students come from a representative sample of 27 classes of the third Grade of the lower secondary school. 7

9. Methodology (1) n Attitudes have been measured through the use of questionnaires that commonly consist of Likert-scale items where students are asked to respond to statements of the form: What I want to learn about (Stars, planets and the universe; Chemicals, their properties and how they react… ), My science classes (School science is a difficult subject; School science is interesting,… ), 8

10. Methodology (2) My opinions about science and technology (Science and technology are important for society, Science and technology will find cures to diseases such as HIV/AIDS, cancer, etc…. ), My out-of-school experiences (I have used a compass to find direction, I have visited a science centre or science museum,… ). n All the variables used were attributed dichotomised values (i.e. high vs. low interest, positive vs. negative attitudes, high vs. low level of engagement, males vs. females, high vs. low socio-economic family status, high vs. low parental educational level). 9

11. Students’ interest towards science as school subject We conclude that exists a significant relationship between the students’ interest in science learning and the kind of students’ attitudes towards science as a school subject because a high percentage of students with positive attitudes for the subjects of sciences also demonstrates high interest in science learning (91,1%). (Pearson chi-square = 65,4, df=1, p< 0,0005) 10

12. Students’ attitudes towards science in general We conclude that exists a significant relationship between the students’ interest in science learning and the kind of students’ attitudes towards science in general, because a high percentage of students with positive attitudes towards science and technology in general also demonstrates high levels of interest in science learning (85,2%). (Pearson chi-square = 14,2, df=1, p-< 0,0005) 11

13. Interest in out of school techno-scientific activities We conclude that exists a significant relationship between the degree of engagement of students in out of school techno-scientific activities and their level of interest in science learning, because a high percentage of students with high degree of out of school techno-scientific engagement also demonstrate high interest in science learning (90,1%). (Pearson chi-square = 35,725 with 1 degree of freedom and p-value < 0,0005) 12

14. CONCLUSIONS n The interest in science learning has a statistical significant relationship only with the kind of attitudes towards science as a school science and in general and the level of engagement with out of school techno-scientific activities. n In specific, students with high levels of interest in science learning appear to have positive attitudes towards science and technology and also to be heavily involved in out of school techno-scientific activities. These results point to specific directions of measures so as to achieve the goal of increasing the students’ interest in science learning. 13

15. PROPOSALS The results therefore us lead in formulating the following proposal: In order to increase the interest of students in science learning, we could try to increase their engagement in out of school techno-scientific activities as well as to portray science and technology in such a way at schools so as to generate positive attitude towards these fields. 14

16. Thank you very much for your attention. 15