11

Improving Students’ Attitudes Improving Students’ Attitudes to Science – Mission to Science – Mission

Impossible?Impossible?

Dr Declan KennedyDepartment of Education,UCC

Third NationalPISA Symposium 18 April 2008

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In this talk…..In this talk…..1.1.Give overview of scientific literacy as defined in the Give overview of scientific literacy as defined in the

PISA 2006 project and describes the PISA framework for PISA 2006 project and describes the PISA framework for the assessment of scientific literacythe assessment of scientific literacy..

2.2.Outline the methodology used in PISA 2006 to Outline the methodology used in PISA 2006 to measure students’ attitudes and engagement in science - measure students’ attitudes and engagement in science - exemplar materialsexemplar materials

3.3.Discuss the attitudinal data for students in Ireland in Discuss the attitudinal data for students in Ireland in the context of the international data in PISA 2006 and also the context of the international data in PISA 2006 and also in terms of other research findings in the science education in terms of other research findings in the science education literature. literature.

4.4.Consider the relatively low level of engagement in Consider the relatively low level of engagement in science-related activities among students in Ireland in the science-related activities among students in Ireland in the context of the STS component of the Junior Certificate context of the STS component of the Junior Certificate Science curriculum Science curriculum

5.5.Make recommendations to address the problem of this Make recommendations to address the problem of this low level of engagement.low level of engagement.

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The PISA Approach to ScienceThe PISA Approach to Science

Unlike many traditional Unlike many traditional assessments of student assessments of student performance in science, PISA performance in science, PISA is not limited to measuring is not limited to measuring students’ mastery of specific students’ mastery of specific science content. science content. PISA measures PISA measures - The capacity of students to The capacity of students to

identifyidentify scientific issue. scientific issue.- ExplainExplain phenomena phenomena

scientifically.scientifically.- UseUse scientific evidence as scientific evidence as

they encounter, interpret, they encounter, interpret, solve and make decisions solve and make decisions in life situations involving in life situations involving science and technology.science and technology.

PISA philosophy: “PISA philosophy: “In order to In order to participate fully in today’s global participate fully in today’s global economy, students need to be economy, students need to be able to solve problems for which able to solve problems for which there are no clear rule-based there are no clear rule-based solutions and also to solutions and also to communicate complex scientific communicate complex scientific ideas clearly and persuasively. ideas clearly and persuasively. PISA has responded to this by PISA has responded to this by designing tasks go beyond the designing tasks go beyond the simple recall of scientific simple recall of scientific knowledge. (OECD, 2007)knowledge. (OECD, 2007)

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The PISA definition of scientific The PISA definition of scientific literacyliteracy

PISA 2006 defines scientific literacy in terms of an PISA 2006 defines scientific literacy in terms of an individual’s:individual’s:Scientific knowledge and use of that knowledgeScientific knowledge and use of that knowledge to to identify questions, to acquire new knowledge, to explain identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence-based scientific phenomena, and to draw evidence-based conclusion about science-related issues. For example, conclusion about science-related issues. For example, when individuals read about a health-related issue, can when individuals read about a health-related issue, can they separate scientific from non-scientific aspects of the they separate scientific from non-scientific aspects of the text, and can they apply knowledge and justify personal text, and can they apply knowledge and justify personal decisions?decisions?Understanding of the characteristics features of scienceUnderstanding of the characteristics features of science as a form of human knowledge and enquiry. For as a form of human knowledge and enquiry. For example, do individuals know the difference between example, do individuals know the difference between evidence-based explanation and personal opinions?evidence-based explanation and personal opinions?

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Awareness of how science and Awareness of how science and technology shape our material, technology shape our material, intellectual and cultural intellectual and cultural environmentsenvironments. For example, can . For example, can individuals recognize and explain the individuals recognize and explain the role of technologies as they influence role of technologies as they influence a nation’s economy, social a nation’s economy, social organization, and culture? Are organization, and culture? Are individuals aware of environmental individuals aware of environmental changes and the effects of those changes and the effects of those changes on economic and social changes on economic and social stability?stability?Willingness to engage with science-Willingness to engage with science-related issues, and with the ideas of related issues, and with the ideas of science, as a reflective citizenscience, as a reflective citizen. This . This addresses the value students place addresses the value students place on science, both in terms of topics on science, both in terms of topics and in terms of the scientific and in terms of the scientific approach to understanding the world approach to understanding the world and solving problems. and solving problems.

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PISA Science FrameworkPISA Science Framework

PISA 2006 developed its science PISA 2006 developed its science assessment tasks and questions within a assessment tasks and questions within a framework of four interrelated aspects:framework of four interrelated aspects:

i.i.The The contextcontext in which tasks are embedded. in which tasks are embedded.

ii.ii.The The competenciescompetencies that students need to that students need to apply.apply.

iii.iii.The The knowledgeknowledge areas involved. areas involved.

iv.iv.Student Student attitudesattitudes. .

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(i) Context(i) Context

Questions were framed within a wide variety of life Questions were framed within a wide variety of life situations involving science and technology, namely: situations involving science and technology, namely: “Health”, “Natural resources”, “Environment quality”, “Health”, “Natural resources”, “Environment quality”, Hazards” and “Frontiers of science and technology”. Hazards” and “Frontiers of science and technology”. These situations were related to three major contexts: These situations were related to three major contexts: personal (the self, family and peer groups), social personal (the self, family and peer groups), social (community) and global (life across the world). (community) and global (life across the world). The contexts used for questions were chosen in the light of The contexts used for questions were chosen in the light of relevance to students’ interest and lives, representing relevance to students’ interest and lives, representing science-related situations that adults hear about and face science-related situations that adults hear about and face decisions e.g. health, use of resources, environmental decisions e.g. health, use of resources, environmental quality, advances in science and technology, etc. quality, advances in science and technology, etc.

88

Personal(Self, family and peer groups

Social(The community)

Global(Life across the world

“Health” Maintenance of health,Accidents, nutrition

Control of disease, social transmission, food choices, community health

Epidemics, spreadof infection diseases

“NaturalResources”

Personal consumptionof materials and energy

Maintenance of human population, quality of life, security, production and distribution of food, energy supply

Renewable and non-renewable, natural systems, population growth, sustainable use of species

“Environment” Environmental friendly behavior, use and disposal of materials

Population distribution, disposal of waste, environmental impact, local weather

Biodiversity, ecological sustainability, control of pollution, reproduction and loss of soil

“Hazard” Natural and human-induced, Decisions about housing

Rapid changes (earthquakes, severe weather), slow and progressive changes (coastal erosion, sedimentation), risk assessment

Climate change, impact of modern warfare

“Frontiers of science and technology”

Interest in science’s explanations of natural phenomena, science-based hobbies, sport and leisure, music and personal technology

New materials, devices and processes, genetic, modification, transport

Extinction of species, exploration of space, origin and structure of universe

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(ii) The Competencies(ii) The Competencies

The science questions required students to:The science questions required students to:

(a) Identify scientific issues.(a) Identify scientific issues.

(b) Explain phenomena scientifically(b) Explain phenomena scientifically

(c) Use scientific evidence. (c) Use scientific evidence.

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(a) Identifying scientific issues Recognizing issues that are possible to investigate

scientifical Identifying keywords to search for scientific information Recognizing the key features of a scientific investigation

(b) Explaining phenomena scientifically Applying knowledge of science in a given situation Describing of interpreting phenomena scientifically and

predicting changes Identifying appropriate description, explanations, and

predictions

(c) Using scientific evidence Interpreting scientific evidence and making and

communicating conclusions Identifying the assumptions, evidence and reasoning behind

conclusions Reflecting on the societal implications of science and

technological developments

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(iii) Knowledge(iii) KnowledgeIn PISA 2006, scientific literacy encompasses knowledge In PISA 2006, scientific literacy encompasses knowledge of of

science and knowledge science and knowledge aboutabout science. science. Knowledge of science (knowledge of the different scientific Knowledge of science (knowledge of the different scientific disciplines and the natural world), i.e. understanding disciplines and the natural world), i.e. understanding fundamental scientific concepts and theoriesfundamental scientific concepts and theoriesKnowledge about science as a form of human enquiry, i.e. Knowledge about science as a form of human enquiry, i.e. understanding the nature of science. understanding the nature of science. Questions selected from the major fields of physics, Questions selected from the major fields of physics, chemistry, biology, Earth and space science, and chemistry, biology, Earth and space science, and technology. technology.

The assessment material had to be:The assessment material had to be:Relevant to real-life situationsRelevant to real-life situationsRepresentative of important scientific concepts and thus of Representative of important scientific concepts and thus of enduring utilityenduring utilityAppropriate to the development level of 15-year-oldsAppropriate to the development level of 15-year-olds

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(iv) Attitudes towards science(iv) Attitudes towards scienceIn addition to helping students gain scientific and In addition to helping students gain scientific and technical knowledge, important goals of science technical knowledge, important goals of science education are to help students develop interest in education are to help students develop interest in science and support for scientific enquiry. science and support for scientific enquiry. Attitudes toward science play an important role in Attitudes toward science play an important role in students’ decisions to develop their science knowledge students’ decisions to develop their science knowledge further, pursue careers in science, and use scientific further, pursue careers in science, and use scientific concepts and method productively throughout their lives. concepts and method productively throughout their lives. PISA’a view of science competencies includes not just PISA’a view of science competencies includes not just someone’s abilities in science but also their disposition someone’s abilities in science but also their disposition towards science, i.e. attitudes, beliefs, motivational towards science, i.e. attitudes, beliefs, motivational orientations, self-efficacy, and values. orientations, self-efficacy, and values.

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Data gathered on students’ attitudes and engagement with Data gathered on students’ attitudes and engagement with science in four areas:science in four areas:

(a)(a) Support for scientific enquirySupport for scientific enquiry Do students value scientific ways of gathering Do students value scientific ways of gathering

evidence, thinking logically and communicating evidence, thinking logically and communicating conclusions?conclusions? Acknowledge the importance of considering different Acknowledge the importance of considering different scientific perspectives and argumentsscientific perspectives and argumentsSupport the use of factual information and rational Support the use of factual information and rational explanationsexplanationsExpress the need or logical and careful processes in Express the need or logical and careful processes in drawing conclusionsdrawing conclusions

(b) Self-belief as science learners(b) Self-belief as science learners What are students’ appraisals of their own abilities in What are students’ appraisals of their own abilities in

science?science?Handle scientific tasks effectivelyHandle scientific tasks effectivelyOvercome difficulties to solve scientific problems Overcome difficulties to solve scientific problems Demonstrate strong scientific abilitiesDemonstrate strong scientific abilities

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(c) Interest in science(c) Interest in scienceAre students interested in science-related social issues, are

they willing to acquire scientific knowledge and skills and do they consider science-related careers?Indicate curiosity in science and science-related issues and Indicate curiosity in science and science-related issues and endeavorsendeavorsDemonstrate willingness to acquire additional scientific Demonstrate willingness to acquire additional scientific knowledge and skills, using a variety of resources and knowledge and skills, using a variety of resources and methodsmethodsDemonstrate willingness to seek information and have an Demonstrate willingness to seek information and have an ongoing interest in science, including consideration of ongoing interest in science, including consideration of science-related careersscience-related careers

(d) Responsibility towards resources and environments(d) Responsibility towards resources and environmentsAre students concerned about environmental issues?Are students concerned about environmental issues?

Show a sense of personal responsibility for maintaining a Show a sense of personal responsibility for maintaining a sustainable environmentsustainable environmentDemonstrate awareness of the environment consequences Demonstrate awareness of the environment consequences of individual actionsof individual actionsDemonstrate willingness to take the action to maintain Demonstrate willingness to take the action to maintain natural resourcesnatural resources

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2. Measuring students’ attitudes2. Measuring students’ attitudes

Students’ attitudes measured in two ways:Students’ attitudes measured in two ways:

Questions on Student questionnaire.Questions on Student questionnaire.

Questions embedded in test booklets to Questions embedded in test booklets to explore students’ attitudes in the context of explore students’ attitudes in the context of specific science tasks. specific science tasks.

[Exemplar material to discuss: See handout [Exemplar material to discuss: See handout p. 104 – 107]p. 104 – 107]

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3. Attitudinal data for students in 3. Attitudinal data for students in IrelandIreland

Three of the measures of students’ attitudes lend Three of the measures of students’ attitudes lend themselves to cross country comparison.themselves to cross country comparison.

A.A. Awareness of environmental issuesAwareness of environmental issuesB.B. General value of scienceGeneral value of scienceC.C. Self-efficacy in scienceSelf-efficacy in science

These measures relate to science achievement in a These measures relate to science achievement in a consistent way, both within countries and between consistent way, both within countries and between OECD countries (OECD, 2007). OECD countries (OECD, 2007). The remaining measures, including scales derived The remaining measures, including scales derived from attitudinal items embedded in students’ test from attitudinal items embedded in students’ test booklets, are best interpreted within countries only, as booklets, are best interpreted within countries only, as they do not relate to achievement in a consistent they do not relate to achievement in a consistent manner between countries. manner between countries.

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(A) Awareness of environmental issues(A) Awareness of environmental issuesStudents’ Students’ awareness of environmental issuesawareness of environmental issues was assessed was assessed by asking them to indicate their familiarity with five issuesby asking them to indicate their familiarity with five issues

Students are ‘ familiar with’ or’ know something about’ …

IRL OECD

…the consequences of clearing forests for other land use

81.8% 72.7%

…acid rain 82.7% 59.9%

…the increase of greenhouse gases in the atmosphere

75.0% 58.4%

…nuclear waste 63.5% 52.7%

…the use of genetically modified organisms

26.0% 35.0%

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Environmental issues

0102030405060708090

Pe

rce

nta

ge

of

Stu

de

nts

'fa

mil

ar

wit

h'

Ireland

OECD Avg.

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(B) General Value of Science(B) General Value of ScienceGeneral value of scienceGeneral value of science was assessed by asking was assessed by asking students to indicate their level of agreement with students to indicate their level of agreement with five statements relating to potential benefits of five statements relating to potential benefits of science. science. Most students in Ireland expressed agreement with Most students in Ireland expressed agreement with the view that science is important for understanding the view that science is important for understanding the natural world.the natural world.Most students agreed that advances in science and Most students agreed that advances in science and technology usually improve people’s living technology usually improve people’s living conditions.conditions.One-quarter of students in Ireland, and one-third One-quarter of students in Ireland, and one-third across OECD countries did not agree with the view across OECD countries did not agree with the view that advances in science and technology usually that advances in science and technology usually bring social benefits. bring social benefits.

2020

General Value of ScienceGeneral Value of Science

Students ‘agree’ or ‘strongly agree’ that… IRL OECD

…science is important for helping us to understand the natural world

94.2% 92.9%

…advances in science and technology usually improve people’s living conditions

92.4% 91.6%

…science is valuable to society 85.7% 86.9%

…advances in science and technology usually help to improve the economy

84.5% 80.0%

…advances in science and technology usually bring social benefits

66.6% 75.0%

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General Value of Science

0

10

20

30

40

5060

70

80

90

100

Sciencehelps

understandnaturalworld

Advancesbring better

livingconditions

Science isvaluable to

society

Advancesimprove

economy

Advancesbring social

benefits

Pe

rce

nta

ge

of

Stu

de

nts

wh

o 'a

gre

e' o

r 's

tro

ng

ly

ag

ree

' Ireland

OECD Avg.

2222

(c) Self-Efficacy in Science(c) Self-Efficacy in Science

Students’ self-efficacy in science (confidence in their Students’ self-efficacy in science (confidence in their ability to perform science tasks) was measured by ability to perform science tasks) was measured by asking them to indicate how much effort they would asking them to indicate how much effort they would expend in solving each of eight tasks. expend in solving each of eight tasks. More students in Ireland (81%) than on average across More students in Ireland (81%) than on average across OECD countries (76%) said they could explain why OECD countries (76%) said they could explain why earthquakes occur – ability at Geography or Science?earthquakes occur – ability at Geography or Science?Fewer students in Ireland (41%) than across OECD Fewer students in Ireland (41%) than across OECD countries (51%) said they could discuss how new countries (51%) said they could discuss how new evidence could lead to change in understanding about evidence could lead to change in understanding about the possibility of life on Mars. This may reflect the fact the possibility of life on Mars. This may reflect the fact that most of the other topics are covered (to a greater or that most of the other topics are covered (to a greater or lesser extent) in the Junior Cert syllabus whereas life on lesser extent) in the Junior Cert syllabus whereas life on Mars is not. Mars is not.

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Self-Efficacy in ScienceSelf-Efficacy in Science

Students could ‘easily’, or ‘with a bit of effort’ … IRL OECD

…explain why earthquakes occur more frequently in some areas than in others

81.3% 76.2%

…recognise the science question that underlies a newspaper report on a health issue

68.2% 73.1%

…interpret the scientific information provided on the labelling of food items 63.7% 64.4%

…predict how changes to an environment will affect the survival of a certain species

63.2% 64.4%

…identify the science question associated with disposal of waste 68.9% 61.9%

…describe the role of antibiotics in the treatment of disease 55.0% 58.8%

…identify the better of two explanations for the formation of acid rain 64.5% 57.8%

…discuss how new evidence can lead you to change your understanding about the possibility of life on Mars

41.1% 50.7%

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Self Efficacy

0102030405060708090

Earth

quak

es

Newsp

aper

arti

cle

Food

Labe

lling

Enviro

nmen

t affe

cts s

pecie

s

Dispos

al of

was

te

Role o

f ant

ibiot

ics

Acid ra

in

Possib

le life

on

Mar

s% o

f s

tud

en

ts w

ho

co

uld

ex

pla

in

Ireland

OECD Avg.

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Interest in ScienceInterest in ScienceNational Attitudinal Indices Some attitude indices do not lend National Attitudinal Indices Some attitude indices do not lend themselves to comparison across countries, as their themselves to comparison across countries, as their relationship with achievement is inconsistent (OECD, 2007).relationship with achievement is inconsistent (OECD, 2007).Indices of interest in science: Indices of interest in science: general interest in sciencegeneral interest in science, , instrumental motivation to learn scienceinstrumental motivation to learn science, , enjoyment of enjoyment of sciencescience and and engagement in science-related activitiesengagement in science-related activities..Items that made up the index of Items that made up the index of general interest in sciencegeneral interest in science asked students about their interest in specific areas of asked students about their interest in specific areas of science. science. 77% of students in Ireland (68% across OECD countries) 77% of students in Ireland (68% across OECD countries) indicated high or medium interest in human biology indicated high or medium interest in human biology Only 41% of students in Ireland (49% across OECD Only 41% of students in Ireland (49% across OECD countries) indicated high or medium interest in topics in countries) indicated high or medium interest in topics in physics. physics. Only 44% of students in Ireland (50% across OECD Only 44% of students in Ireland (50% across OECD countries) expressed an interest in chemistry.countries) expressed an interest in chemistry.

[ See Table 7.8 handout page 103][ See Table 7.8 handout page 103]

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Engagement in science-related Engagement in science-related activitiesactivities

In general, students in Ireland reported low In general, students in Ireland reported low levels of involvement in the activities levels of involvement in the activities contributing to the index of contributing to the index of engagement in engagement in science-related activitiesscience-related activities..Only 11% of students in Ireland (compared Only 11% of students in Ireland (compared to 20% across OECD countries) reported to 20% across OECD countries) reported that they regularly or very often ‘read that they regularly or very often ‘read science magazines or science newspaper science magazines or science newspaper articles’. Only students in Japan and the articles’. Only students in Japan and the United Kingdom (8% in both countries) United Kingdom (8% in both countries) reported reading science articles less reported reading science articles less frequently. frequently. Students in Ireland were less likely to Students in Ireland were less likely to report visiting websites about science report visiting websites about science topics (8%), than on average across OECD topics (8%), than on average across OECD countries (13%). countries (13%).

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Responsibility towards Resources Responsibility towards Resources and Environmentsand Environments

Students generally reported high levels of Students generally reported high levels of concern for environmental concern for environmental issuesissues, with 89% in Ireland and 92% across OECD countries saying , with 89% in Ireland and 92% across OECD countries saying that air pollution represented a serious issue for themselves or for that air pollution represented a serious issue for themselves or for people in their country. people in their country. Fewer students in Ireland (67%) than across OECD countries (76%) Fewer students in Ireland (67%) than across OECD countries (76%) expressed concerns about water shortages.expressed concerns about water shortages.Optimism regarding environmental issuesOptimism regarding environmental issues:: asked students if asked students if problems in relation to a variety of environmental issues would problems in relation to a variety of environmental issues would improve over the next 20 years. Students were generally improve over the next 20 years. Students were generally pessimistic - only 26% of students in Ireland and 21% across OECD pessimistic - only 26% of students in Ireland and 21% across OECD countries felt that problems in relation to energy shortages would countries felt that problems in relation to energy shortages would improve. Only 17% of students in Ireland (15% OECD) were improve. Only 17% of students in Ireland (15% OECD) were optimistic that issues around disposal of nuclear waste would be optimistic that issues around disposal of nuclear waste would be resolved.resolved.61% of students in Ireland ( 69% OECD) supported the statement, ‘I 61% of students in Ireland ( 69% OECD) supported the statement, ‘I am in favour of laws that regulate factory emissions, even if this am in favour of laws that regulate factory emissions, even if this would increase the price’. Hence, students seem less supportive of would increase the price’. Hence, students seem less supportive of initiatives that would cost them more. initiatives that would cost them more.

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Self-Concept in Science and Self-Concept in Science and Personal Value of SciencePersonal Value of Science

The index of The index of self-concept in scienceself-concept in science asked students about asked students about their general performance in science. their general performance in science. In Ireland 62% of students said they agreed or strongly In Ireland 62% of students said they agreed or strongly agreed with the statement, ‘I can usually give good agreed with the statement, ‘I can usually give good answers to test questions on school science topics’ answers to test questions on school science topics’ (OECD 65%) (OECD 65%) ““Learning advanced school science topics would be very Learning advanced school science topics would be very easy for me”: Ireland = easy for me”: Ireland = 37% (OECD 47%).37% (OECD 47%).The index The index personal value of sciencepersonal value of science was based on was based on students’ level of agreement with statements such as ‘I will students’ level of agreement with statements such as ‘I will use science in many ways when I am an adult.’ 61% of use science in many ways when I am an adult.’ 61% of students in Ireland (64% OECD) agreed or strongly students in Ireland (64% OECD) agreed or strongly agreed with this statement. agreed with this statement. ““I find that science helps me understand things around I find that science helps me understand things around me” : students in Ireland = 75% (OECD 75%)me” : students in Ireland = 75% (OECD 75%)

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Interest in Learning about Science Interest in Learning about Science TopicsTopics

Students have ‘high’ or ‘medium’ Students have ‘high’ or ‘medium’ interest in …interest in …

IRLIRL

(%)(%)

OECDOECD

(%)(%)

AcidAcid

RainRain

……knowing which human activities knowing which human activities contribute most to acid raincontribute most to acid rain

66.366.3 61.661.6

……learning more about technologies learning more about technologies that minimise the emission of gases that minimise the emission of gases that cause acid rainthat cause acid rain

57.357.3 58.758.7

GMGM

CropsCrops

……learning about the process by which learning about the process by which plants are genetically modifiedplants are genetically modified

33.233.2 46.046.0

……understanding better the difference understanding better the difference between plant cross-breeding and between plant cross-breeding and genetic modification genetic modification

39.139.1 47.147.1

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4. The low level of engagement 4. The low level of engagement in science-related activitiesin science-related activities

What do we as Science Teachers want What do we as Science Teachers want from our students?from our students?

Learn about science.Learn about science.Gain an appreciation of the Gain an appreciation of the important role of science in our important role of science in our everyday lives.everyday lives.Share in our excitement of Share in our excitement of science.science.Enjoy their experience of science.Enjoy their experience of science.Hopefully their experience of Hopefully their experience of science will encourage them to science will encourage them to continue with their study of continue with their study of science beyond Junior Certificatescience beyond Junior Certificate..

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What is of concern about numbers What is of concern about numbers of students taking science of students taking science subjects?subjects?

There is an international There is an international trend of students “voting trend of students “voting with their feet” and with their feet” and abandoning science abandoning science subjects as soon as they subjects as soon as they have a choice.have a choice.

Research on students’ Research on students’ attitudes to science show attitudes to science show a widespread a widespread disenchantment with disenchantment with science as they science as they experience it in school.experience it in school.

A level PhysicsA level Physics

YearYear NumberNumber

19921992 4130141301

19931993 3616836168

19941994 3614736147

19951995 3480234802

19961996 3303333033

19971997 3324333243

19981998 3376933769

19991999 3354833548

20002000 3179431794

20012001 3080230802

(Source: Inter Exam Board Statistics)

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LEAVING CERT PHYSICS AND CHEMISTRY

0

2000

4000

6000

8000

10000

12000

YEAR

NU

MB

ER

OF

STU

DE

NTS

TOTAL CHEMISTRY

TOTAL PHYSICS

3333

LEAVING CERT BIOLOGY

0

5000

10000

15000

20000

25000

30000

35000

YEAR

NU

MB

ER

OF

STU

DE

NTS

TOTAL BIOLOGY

3434

Questions arising….Questions arising…. What is it about science that seems to What is it about science that seems to

make it so unappealing to so many people?make it so unappealing to so many people? How do pupils feelings about science How do pupils feelings about science

compare to their feelings about other school compare to their feelings about other school subjects, and school in general?subjects, and school in general?

Is the current situation really a cause for Is the current situation really a cause for concern and if so, why?concern and if so, why?

What action, if any, could or should be What action, if any, could or should be taken to alter the situation? taken to alter the situation?

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• In looking for insights into the problem and possible answers to some of these questions, considerable attention has been paid to the area of pupils’ attitudes to science. • Research into attitudes about science has been criticised due to meanings attached to the key terms, ‘attitude’ and ‘science’.• Where the term ‘attitude’ has been employed, it is generally being used to encompass the area of pupils’ feelings about the science they encounter and possibly, how these feelings relate to their knowledge of science and how they might influence behaviour.

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““A grasp of scientific method and the A grasp of scientific method and the appreciation and critical faculties appreciation and critical faculties which go with it is an essential which go with it is an essential ingredient of the educated man in ingredient of the educated man in the twentieth century. A man cannot the twentieth century. A man cannot understand the world as known understand the world as known today, without such a grasp. Nor can today, without such a grasp. Nor can he, without such a grasp, and he, without such a grasp, and without some knowledge of the without some knowledge of the sciences and their applications, sciences and their applications, adequately fulfil his position as a adequately fulfil his position as a citizen”. citizen”.

Archer Vassall, Presidential Address, Archer Vassall, Presidential Address, Science Masters’ Association 1921.Science Masters’ Association 1921.

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Teachers becoming concerned about Teachers becoming concerned about how their pupils felt about science.how their pupils felt about science.

Articles in this area began to appear in the Articles in this area began to appear in the 1940s in the School Science Review. 1940s in the School Science Review. “It “It therefore follows, as a fundamental principle, therefore follows, as a fundamental principle, that the teacher must start if possible from the that the teacher must start if possible from the pupils’ background of experience… he must pupils’ background of experience… he must make scientific knowledge appear immediately make scientific knowledge appear immediately useful, practical and valuable and not present it useful, practical and valuable and not present it as abstract academic knowledge divorced from as abstract academic knowledge divorced from everyday life”.everyday life”.

(McKenzie, SSR 1941)(McKenzie, SSR 1941)

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Further publications….Further publications….

N.L. Hislop and E.J. Weeks (1948) examined N.L. Hislop and E.J. Weeks (1948) examined pupils’ interest in a range of school subjects, and pupils’ interest in a range of school subjects, and established that interest in physics and chemistry established that interest in physics and chemistry declined sharply with age, whilst interest in biology declined sharply with age, whilst interest in biology increased. increased. Dainton Report referred to the ‘swing from science’ Dainton Report referred to the ‘swing from science’ and stated that ‘the trends are now beyond doubt. and stated that ‘the trends are now beyond doubt. Not only has a willingness to study science and Not only has a willingness to study science and technology amongst schoolchildren decreased, but technology amongst schoolchildren decreased, but too few of our graduates in these subjects are going too few of our graduates in these subjects are going into productive industry or school’. (Dainton DES into productive industry or school’. (Dainton DES 1968) 1968)

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“ “Yet, despite these initiatives and efforts, Archer Yet, despite these initiatives and efforts, Archer Vassall’s concerns of 80 years ago would appear Vassall’s concerns of 80 years ago would appear to be as relevant today as they were then. to be as relevant today as they were then. Perhaps even more so now than then, science is Perhaps even more so now than then, science is an area of knowledge which is largely an area of knowledge which is largely responsible for shaping the age in which we live, responsible for shaping the age in which we live, and yet it would seem that many of the pupils in and yet it would seem that many of the pupils in our schools do not want to know about it”our schools do not want to know about it”

- Judith Bennett (SSR 2001)- Judith Bennett (SSR 2001)

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Other Research findingsOther Research findingsIt is clear from looking at studies on attitudes to science that there are It is clear from looking at studies on attitudes to science that there are two sorts of science to which young people are responding: the first is two sorts of science to which young people are responding: the first is the science they encounter in their lessons and the second is the the science they encounter in their lessons and the second is the science they encounter in the world outside school, or science in science they encounter in the world outside school, or science in society. society. The evidence to attitudes to school science is fairly clear cut. The The evidence to attitudes to school science is fairly clear cut. The number of studies have shown that young people entering secondary number of studies have shown that young people entering secondary school generally feel very positive about science and are looking school generally feel very positive about science and are looking forward to science lessons. (Brown 1976, Johnson 1987)forward to science lessons. (Brown 1976, Johnson 1987)Other studies have shown that attitudes to school science become less Other studies have shown that attitudes to school science become less positive over the years of secondary schooling. (Kelly 1986, Hendley et positive over the years of secondary schooling. (Kelly 1986, Hendley et al. 1996).al. 1996).By the age of 16, a significant majority of pupil’s report that the science By the age of 16, a significant majority of pupil’s report that the science curriculum is over-full and lacks relevance to their lives. (Ramsden curriculum is over-full and lacks relevance to their lives. (Ramsden 1997, Osborne and Collins 1999)1997, Osborne and Collins 1999)The decline is most marked for physical science subjects. Physical The decline is most marked for physical science subjects. Physical science subjects are seen as more difficult than other subjects (Cheng science subjects are seen as more difficult than other subjects (Cheng et al. 1995)et al. 1995)Boys have more positive attitudes to science than girls.Boys have more positive attitudes to science than girls.

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Fitzgibbon and Vincent (1994) demonstrated that a pupil opting Fitzgibbon and Vincent (1994) demonstrated that a pupil opting for A-Level physical science subjects was likely to get lower for A-Level physical science subjects was likely to get lower grades than if they had opted for other subjects. This finding grades than if they had opted for other subjects. This finding reinforced the views of students that physical sciences were reinforced the views of students that physical sciences were harder.harder.The picture is less straightforward for attitudes towards science The picture is less straightforward for attitudes towards science in society. On the one hand, studies have consistently in society. On the one hand, studies have consistently demonstrated that negative attitudes are held because science demonstrated that negative attitudes are held because science is seen as responsible for environmental problems (Smail and is seen as responsible for environmental problems (Smail and Kelly 1984, Woolnough 1990). Kelly 1984, Woolnough 1990). On the other hand there is also evidence to suggest that On the other hand there is also evidence to suggest that positive attitudes exist. For example the Institute of Electrical positive attitudes exist. For example the Institute of Electrical Engineers large scale survey of pupils in England revealed that Engineers large scale survey of pupils in England revealed that 87% thought science and technology were important in 87% thought science and technology were important in everyday life. everyday life. The available evidence would seem to indicate that attitudes to The available evidence would seem to indicate that attitudes to science are not particularly positive overall, but attitudes to science are not particularly positive overall, but attitudes to school science are more negative than attitudes to science in school science are more negative than attitudes to science in society, or, more precisely, the technological products of society, or, more precisely, the technological products of science used by society. science used by society.

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Summary of research findings Summary of research findings about pupils’ attitudes to scienceabout pupils’ attitudes to science

Pupils see school science as a hard subject.Pupils see school science as a hard subject.Pupils see science as not being relevant to everyday life.Pupils see science as not being relevant to everyday life.Pupils see science as causing environmental problems.Pupils see science as causing environmental problems.Boys are more positive about science than girls.Boys are more positive about science than girls.Interest in science declines over the years of secondary Interest in science declines over the years of secondary schooling. schooling. Pupils’ have more negative attitudes about the physical Pupils’ have more negative attitudes about the physical sciences than the biological sciences.sciences than the biological sciences.Pupils are more negative about school science than science Pupils are more negative about school science than science in general.in general.Pupils see science as about things rather than people.Pupils see science as about things rather than people.

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Pupils see scientists as rather odd Pupils see scientists as rather odd people.people.

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5. How can the problem be 5. How can the problem be addressed?addressed?

Key Research Finding: Science curriculum Key Research Finding: Science curriculum materials which put science in context and materials which put science in context and emphasise the applications of science are emphasise the applications of science are successful in fostering a more positive successful in fostering a more positive attitude to science in pupils.attitude to science in pupils.

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Some other findings…Some other findings…Career plans are a strong determining Career plans are a strong determining factor for influencing choice of subjects factor for influencing choice of subjects beyond GCSE, with many able young beyond GCSE, with many able young people citing the lack of appeal of jobs people citing the lack of appeal of jobs involving science as the chief reason involving science as the chief reason for not choosing science subjects. for not choosing science subjects. (Ramsden 1997)(Ramsden 1997)Pupils who do go on to study science Pupils who do go on to study science subjects are very likely to cite their subjects are very likely to cite their teachers and the teaching they teachers and the teaching they received as stimulating their interest in received as stimulating their interest in science. Yet comparatively little science. Yet comparatively little research has been done to establish research has been done to establish teachers’ and pupils view on what does teachers’ and pupils view on what does appear to make a difference. (ASE appear to make a difference. (ASE 1969, Woolnough 1994)1969, Woolnough 1994)

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Science teachers are happiest Science teachers are happiest and feel that they are doing a and feel that they are doing a good job when they are teaching good job when they are teaching within their main specialist area within their main specialist area (Woolnough, 1994). (Woolnough, 1994). Pupils following courses which Pupils following courses which place a particular emphasis on place a particular emphasis on approaching science concepts approaching science concepts through contexts and through contexts and applications (STS) report higher applications (STS) report higher levels of interest and enjoyment levels of interest and enjoyment in their science lessons than in their science lessons than pupils following more traditional pupils following more traditional science courses (Ramsden, science courses (Ramsden, 1997). 1997). Increased interest in STS Increased interest in STS courses is translated into courses is translated into increased numbers opting for increased numbers opting for science subjects (Pilling, 1999).science subjects (Pilling, 1999).

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Beyond 2000Beyond 2000 report report

““The science curriculum from The science curriculum from 5 to 16 should be seen 5 to 16 should be seen primarily as a course to primarily as a course to enhance general ‘scientific enhance general ‘scientific literacy’.”literacy’.”

The challenge is to try to The challenge is to try to achieve this, whilst also achieve this, whilst also catering for the needs of catering for the needs of those who may want to go on those who may want to go on to further study.to further study.

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What do you need to deal with What do you need to deal with this?this?

Some understanding of Some understanding of major scientific ideas and major scientific ideas and explanationsexplanations

Some understanding Some understanding ofof sciencescience itself:itself:

– the methods of scientific the methods of scientific enquiryenquiry

– the nature of scientific the nature of scientific knowledgeknowledge

– how science and society how science and society inter-relateinter-relate

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Overall, positive attitudes to Overall, positive attitudes to science decline with age. Attitudes science decline with age. Attitudes decline most sharply between the decline most sharply between the ages of 12 and 14.ages of 12 and 14.Female students’ attitudes to both Female students’ attitudes to both school science and to science school science and to science outside school are more negative outside school are more negative than those of male students at age than those of male students at age 12 and become increasingly so 12 and become increasingly so over the period of secondary age over the period of secondary age schooling.schooling.Attitudes to science outside school Attitudes to science outside school may be more positive than may be more positive than attitudes to school science, e.g. attitudes to school science, e.g. science can help solve problems science can help solve problems (environmental and social (environmental and social problems), contributes to wealth of problems), contributes to wealth of nation, nation needs well qualified nation, nation needs well qualified scientists. Despite this, common scientists. Despite this, common response “It’s not for me”.response “It’s not for me”.

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The evidence indicates that a curriculum that The evidence indicates that a curriculum that places more emphasis on education about places more emphasis on education about science is likely to make more pupils respond science is likely to make more pupils respond more positively to science. more positively to science. Given that pupils who currently go on to study Given that pupils who currently go on to study science often cite the enthusiasm of their science often cite the enthusiasm of their teachers as being highly influential, it is clearly teachers as being highly influential, it is clearly very important that any changes in the very important that any changes in the curriculum – particularly moves towards a curriculum – particularly moves towards a curriculum about science – are implemented curriculum about science – are implemented with the support of teachers. with the support of teachers.

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There are pointers to a way ahead: a science curriculum There are pointers to a way ahead: a science curriculum which helps pupils see how science relates to their lives which helps pupils see how science relates to their lives has a positive impact on pupils’ attitudes to science.has a positive impact on pupils’ attitudes to science.““Enthusiasm in teaching comes from the liking of the Enthusiasm in teaching comes from the liking of the subject and confidence in talking about it. If teachers are subject and confidence in talking about it. If teachers are asked to embrace a new kind of science course, there is asked to embrace a new kind of science course, there is the risk that they may feel less confident in their teaching, the risk that they may feel less confident in their teaching, and therefore convey less enthusiasm for what they are and therefore convey less enthusiasm for what they are teaching. A consequence of this might be that the number teaching. A consequence of this might be that the number of pupils going on to study science subjects decreases of pupils going on to study science subjects decreases still further” - Bennettstill further” - Bennett

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The Way Forward…The Way Forward…The School Science The School Science Curriculum has to do two Curriculum has to do two jobs:jobs:

1. Develop the Scientific 1. Develop the Scientific Literacy of all students.Literacy of all students.2. Provide the first stages 2. Provide the first stages of a training in science for of a training in science for some students. some students. Improving Students’ Attitude to Science is not Mission Impossible!PISA Science/STS point the way forward!

Last slide!

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ReferencesReferencesBennett, J. (2001) Science with attitude: The perennial issue Bennett, J. (2001) Science with attitude: The perennial issue of pupils’ responses to science. School Science Review. 82 of pupils’ responses to science. School Science Review. 82 (300), 59 – 67)(300), 59 – 67)Gardner, P. (1975) Attitudes to Science: A Review. Gardner, P. (1975) Attitudes to Science: A Review. Studies Studies in Science Educationin Science Education, 2, 1-41., 2, 1-41.OECD (2007) PISA 2006 Science Competencies for OECD (2007) PISA 2006 Science Competencies for Tomorrow’s World. Volume 1: Analysis. Tomorrow’s World. Volume 1: Analysis. Osborne, J., Driver, R. and Simon, S. (1998) Attitudes to Osborne, J., Driver, R. and Simon, S. (1998) Attitudes to science: issues and concerns. science: issues and concerns. School Science Review,School Science Review, 79 79 (288), 27-33. (288), 27-33. Simon, S. (2000) Students’ attitudes towards science. In M. Simon, S. (2000) Students’ attitudes towards science. In M. Monk and J. Osborne. Monk and J. Osborne. Good Practice in Science Teaching: Good Practice in Science Teaching: What research has to say.What research has to say. Buckingham: Open University Buckingham: Open University Press.Press.Bennett, J and Hogarth, S. (2005). Would you want to talk to Bennett, J and Hogarth, S. (2005). Would you want to talk to a scientist at a party?: Students’ attitudes to school science a scientist at a party?: Students’ attitudes to school science and science. Department of Educational Studies, The and science. Department of Educational Studies, The University of York. York : University of York.University of York. York : University of York.