Initiating a process: Time for a revised and updated version of the ROSE study?: Experiences from the Relevance of Science Education (ROSE) Research Studies in Sweden
2016 (English)In: XVII IOSTE Symposium Science and Technology Education for a Peaceful and Equitable World, Portugal: Institute of Education, University of Minho , 2016Conference paper (Refereed)
This paper reports key findings from the Relevance of Science Education (ROSE) studies in Sweden. Choices for upper secondary education, comparisons between students and their teachers, between secondary and primary students, relations between interest and experience and science in and outside school were identified as important to consider when analysing student’s interest in science and technology. Interest did not follow traditional school subjects. Analyses on a content level revealed other patterns. Such work has importance for avoiding biased conclusions like "girls and biology", "boys and physics". The Swedish studies found that all students have an interest in science and technology and identified variation between groups. Although many science teachers have knowledge about what can be important for a student interest, instruction seemed to be carried out from other standpoints. Teaching seems to be focused on traditional science facts preparing some for future studies and not as much part of a science for all agenda. Following the evidence from the Swedish ROSE studies, it points to the interface between school science and science in society to be important for future studies in building up knowledge about such traditions. Fashion, advertising and media are successful in using science and technology for their purposes which have an influence on experience and subsequently become part of prerequisites for learning. Young people today act on a commercialised market where schools and other actors expose science content in various ways. Different traditions and purposes are in action having an influence on young people’s interest and experience in science and technology. The meaning and implication from such standpoints are proposed as relevant for future research, in building up knowledge about science education in relation with modernity and youth culture which can assist in understanding needs and requirements for student’s learning of science and technology in school.
Place, publisher, year, edition, pages
Portugal: Institute of Education, University of Minho , 2016.
Other Natural Sciences
IdentifiersURN: urn:nbn:se:liu:diva-134256OAI: oai:DiVA.org:liu-134256DiVA: diva2:1070131
XVII IOSTE Symposium
Conference paper presented in a Round Table with five paper contributions, at the XVII IOSTE Symposium, in Braga, Portugal, 11 – 16 July 2016. The Round Table session followed by an Informal, Open Planning Meeting Jointly organized by Magnus Oskarsson, Anders Jidesjö and Svein Sjøberg, Sweden & Norway.
Copyright © 2016 by Research Centre on Child Studies (CIEC), Institute of Education, University of Minho. All rights reserved. Printed in Portugal.