Who Likes Science and Why? Individual, Family and Teacher Effects (2006)

There is worldwide concern that young people seem to be losing interest in science and technology. This report examines the conditions that seem to make science more attractive for students, including fostering children’s natural curiosity, and the presence of positive attitudes towards science and math both at school and at home.

The report uses data from the 2004 School Assessment Indicators Programme (SAIP) surveys developed by the Council of Ministers of Education Canada, which aimed to measure the general level of science literacy, knowledge of science concepts, ability to apply science to everyday situations, and understanding of the nature of science among 13 and 16-year-old students.

It is certainly discouraging to find that, although over 85 percent of students in this study agree that science is useful for society, too many remain disengaged from the process of science learning, the author says. In fact, less than 40 percent expect to use science in their careers.

Participation and success in mathematics and science is largely determined by positive attitudes toward these subjects during school years, along with skills and knowledge. Good teaching, along with encouragement from parents, can enhance students’ performance on science tests. However, students’ attitudes toward school, decisions about postsecondary education, satisfaction with school results in science, and interest in working in fields based on math and science education constitute the main determinants of science outcomes, the author says.

While educators do need to make science more attractive for students, students themselves must adopt more positive and responsible attitudes. In short, science culture and youth culture have to be connected.

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APA citation
Maria Adamuti-Trache. Who Likes Science and Why? Individual, Family and Teacher Effects 2006. Web. 28 Feb. 2021 <http://en.copian.ca/library/research/ccl/who_likes_science/who_likes_science.pdf>
Maria Adamuti-Trache (2006). Who Likes Science and Why? Individual, Family and Teacher Effects. Retrieved February 28, 2021, from http://en.copian.ca/library/research/ccl/who_likes_science/who_likes_science.pdf
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