CCL Home > Reports & Data > Commissioned Reports
November 2006
Other information on acquiring science skills and interests :
The worldwide concern towards declining interest in science and technology among young people is shared by Canadian educators, as ongoing progress requires a science literate population from which top research talent can grow. This study is grounded in the optimistic premise that the “genuine curiosity” and “spontaneous interest” of children offer a reliable foundation on which to grow an attitude of “liking of science” over the school years. The research employs the 2004 School Assessment Indicators Programme (SAIP) surveys developed by the Council of Ministers of Education Canada, which aim to capture 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% of students in this study agree that science is useful for society, too many remain disengaged from the process of science learning; in fact, less than 40% expect to use science in their careers. In addressing the issue of student disengagement, this study examines the role of the three principal actors in the process of acquiring scientific literacy: teachers, parents, and the students themselves. It builds on previous research which indicates that participation and success in mathematics and science, either at the level of literacy or further pursuit of related careers, involves not only skills and knowledge, but is largely determined by positive attitudes toward these disciplines during school years. Findings show the prevalent impact of student factors on outcomes and the specific role of parents (e.g., parental encouragement and expectations) in shaping students’ attitudes, as well as that of teachers (e.g., qualification and attitudes) in enhancing test performance. Students’ attitudes toward school, decisions for post-secondary education, satisfaction with school results in science and interest in working in fields based on math and science education constitute the main determinants of outcomes. Although making science more attractive for students is a goal that needs to be considered and addressed by educators, there are inherent requirements within this field in order to grow one’s knowledge and skills continuously, which call for students themselves to adopt more positive and responsible attitudes. In short, science culture and youth culture have to be connected.