young people, science and technology. attitudes,...

Svein Sjøberg and Camilla Schreiner: ROSE background paper

YOUNG PEOPLE, SCIENCE AND TECHNOLOGY. ATTITUDES, VALUES, INTERESTS AND POSSIBLE RECRUITMENT

SELECTED RESULTS FROM RECENT RESEARCH

Svein Sjøberg, <[email protected]> Home site http://folk.uio.no/sveinsj/ Professor in science education, University of Oslo and PhD Camilla Schreiner, Norwegian Centre for Science Education

ERT event, Brussels Oct 2. 2008

This document is a brief documentation of some important findings that are of relevance for the discussions on of how young people relate to MST.

The data are mainly from the project ROSE(the Relevance of Science Education) where young learners at the age of 15 from more than 40 countries have expressed their views on several aspects related to S&T.

Documentation, articles, PhDs and master thesis from a multitude of countries are updated at www.ils.uio.no/english/rose

In some cases, data are also drawn from the most recent Eurobarometer (EB) study on similar aspects. Here, the population is the adult population in 32 European countries. Some questions are identical in ROSE and EB, and this opens for interesting comparisons between the adults and the young generation, and enables us to identify possible generation shifts. Simple data are given on the following pages.

Any initiative to address and possibly change young people’s educational choices and priorities must build on a valid description of the current situation as first step. The next step is to try to understand the data in terms of current theories on youth culture in late modern societies.

Without a proper diagnosis, even expensive medicine will have no effect.


BRIEF SUMMARY

There is currently a recruitment crisis in SET studies and careers, in many industrialized countries. It is, however, not correct to assert that young people have low and falling interest in SET as such. They show their interest in several activities, like going to science centres, watching science programs etc. moreover, young people ‘love’ to use new ICT technologies, and they tend to think that science and technology can sort out most problems. Young people are great consumers of modern technological products, but they are not willing to be producers. They are very hesitant to choose SET as subjects in schools and (even more) as studies and careers.

Young learners in all kinds of countries have rather positive attitudes to SET. There seems, however, mainly in richer countries, that the young generation are more ambivalent than the adults. Moreover, girls seem to be much more ambivalent that the boys, and the differences are most dramatic in the richest North‐European countries.

Girls and boys in all countries have rather differing perspectives related to environmental challenges. Boys tend to think that the problems are exaggerated, and that they may fixed by experts. Girls think that the challenges are more serious, they also think that each of us may make a difference. Moreover, girls seem more than the boys willing to make sacrifices.

The ROSE data confirm research on youth culture that tells us that educational choices for young people to an increasing degree are determined by their values. They want to express their identities (also) through their educational and occupational choices. Unless SET occupations seem to fit with the values of young, they will be reluctant to enter such careers. Values, meaning and identity matters more for girls than for boys, who seem to be more instrumental in their choices.

Boys and girls have rather different set of values that are important for their future choice of careers. Girls are ‘people‐oriented’. They like to work with other people, and they want to get a job where they may be of help for other people. Unfortunately, their perceptions of engineers or scientists do not seem to fit this ‘people‐oriented’ image.

Boys are much more thing‐oriented. They want to learn about spectacular phenomena, machines, bombs etc. They also want jobs where they can use and repair machines and things. They also favour higher salaries and a career that may make them famous. (Somewhat paradoxically, they also want their job to be simple!).

School science seem to fail in many respects. Young people like school science less than most other subjects. School science has to a small degree showed them the relevance of SET for our culture and way of living. Moreover, school science has not opened their eyes for occupations and careers, and rather few think that school science will be of value for their future life. In most countries, there are large gender differences on all such questions.

On the following pages, simple data are given in graphical form, with comments inserted in the graphs. In ROSE and EB, the degree of agreement with a statement is given on a scale from disagree to agree. All data are presented with mean values for girls and boys, with countries sorted by the Human Development Index (and partly by geographical proximity). For more elaborate analysis and publications, see the ROSE web site. A particular focus should be on gender differences, also since these seem to increase with the prosperity of the country.

The responses have to be understood in terms of cultural and historical differences between countries. And above all, in terms of recent research on youth culture in late modern societies. No such analysis is given here, but the data provide a starting‐point.


ATTITUDES TO NEW S&T: A (NEGATIVE?) GENERATION SHIFT? AND INCREASING GENDER DIFFERENCES?

NorwayDenmarkSwedenIcelandFinland

NetherlandsBelgium

LuxemburgGreat Britain

N IrelandIreland

SwitzerlandAustria

Germany WGermany E

FranceItaly

SpainPortugal

GreeceCyprus

MaltaSlovenia

Czech RepublPoland

EstoniaLithuania

LatviaSlovakiaHungaryCroatia

BulgariaRomania

Turkey

1,0 1,5 2,0 2,5 3,0 3,5 4,0 4,5 5,0The application of science and new technologies will

make peoples’ work more interesting

NorwayDenmarkSwedenIcelandFinlandJapan

EnglandN. IrelandScotland

IrelandGermany

AustriaSloveniaEstoniaLatvia

Czech Rep.Poland

Russia (Kar)Spain (Bal)

PortugalGreeceTurkey

Trinidad & T.Malaysia

India (Mumb)India (Guj)

BangladeshPhilippinesBotswanaZimbabweSwaziland

LesothoGhana (Centr)

Uganda

0 10 20 30 40 50 60 70 80 90 100Mean G5. New technologies will make work more

interesting

The young European are also basically positive, but there is some reluctance or ambivalence, in particular among in the most wealthy countries.

There is also a growing gender difference, with girls being more sceptical than boys.

The adult population in all European countries are very positive towards many aspects of S&T, and the gender differences are negligible , while….


(CONT’D) ATTITUDES TO S&T: A POSSIBLE NEGATIVE GENERATION SHIFT IN THE MORE AFFLUENT COUNTRIES?


NetherlandsBelgium


N IrelandIreland

SwitzerlandAustria

Germany WGermany E

FranceItaly

SpainPortugal

GreeceCyprus

MaltaSlovenia

Czech RepublPoland

EstoniaLithuania


BulgariaRomania

Turkey

1,0 1,5 2,0 2,5 3,0 3,5 4,0 4,5 5,0Science and technology make our lives healthier,

easier and more comfortable



IrelandGermany


Czech Rep.Poland







Uganda

0 10 20 30 40 50 60 70 80 90 100Mean G4. Science and technology make our lives

healthier, easier and more comfortable

The adult population in all European countries are very positive towards these aspects of S&T. gender differences are small, with males somewhat more postive, while….

The young Europeans are more reluctant, in particular in the most wealthy countries.


The young Europeans are more reluctant, in particular in the most wealthy countries.



(CONT’D) ATTITUDES TO S&T: A POSSIBLE NEGATIVE GENERATION SHIFT IN THE MORE AFFLUENT COUNTRIES?


NetherlandsBelgium


N IrelandIreland

SwitzerlandAustria

Germany WGermany E

FranceItaly

SpainPortugal

GreeceCyprus

MaltaSlovenia

Czech RepublPoland

EstoniaLithuania


BulgariaRomania

Turkey

1,0 1,5 2,0 2,5 3,0 3,5 4,0 4,5 5,0The benefits of science are greater than any harmful

effects it may have



IrelandGermany


Czech Rep.Poland







Uganda

0 10 20 30 40 50 60 70 80 90 100Mean G6. The benefits of science are greater than

the harmful effects it could have

The adult population in all European countries are very positive towards many aspects of S&T, and the gender differences are negligible , while….

The young Europeans are more reluctant, in particular in the most wealthy countries

Japanese young people have little confidence in science


INTERESTING TOPICS TO LEARN ABOUT: BOYS’ PRIORITIES

Many technical and mechanical items have strong appeal to boys, but is of very little interest to girls. These are just two examples


INTERESTING THINGS TO LEARN ABOUT: GIRLS’ PRIORITIES

Girls in all countries would like to learn about issues related to health and medicine, while boys in the more developed countries have little interest in these issues.


THINGS TO LEARN ABOUT: APPEALING TO GIRLS AS WELL AS BOYS: THE UNKNOWN, THE PHILOSOPHICAL ...

Young people in all cultures are interested in learning about things that are being explored, things that are unknown, topics that may have philosophical aspects.

Such items appeal to boys as well as to girls.

Here are two examples.


EXPERIENCES WITH SCHOOL SCIENCE (AFTER 9 YEARS...): A GLOOMY PICTURE?


JapanEngland

N. IrelandScotland

IrelandGermany

AustriaSlovenia

EstoniaLatvia

Czech Rep.Poland







Uganda

0 10 20 30 40 50 60 70 80 90 100I like school science better than most other subjects


JapanEngland

N. IrelandScotland

IrelandGermany

AustriaSloveniaEstonia

LatviaCzech Rep.

PolandRussia (Kar)Spain (Bal)






Uganda

0 10 20 30 40 50 60 70 80 90 100Mean F15. I would like to have as much science as

possible at school

School science seems to have failed in many ways. These are just two of many examples.

Girls seem to have developed even less taste for science than boys have.


CONCERN FOR THE ENVIRONMENT. A GENDERED TOPIC!


JapanEngland

N. IrelandScotland

IrelandGermany


LatviaCzech Rep.







Uganda

0 10 20 30 40 50 60 70 80 90 100Mean D10. People should care more about

protection of the environment


JapanEngland

N. IrelandScotland

IrelandGermany


LatviaCzech Rep.







Uganda

0 10 20 30 40 50 60 70 80 90 100Mean D13. Environmental problems should be left to

the experts

Young people in all cultures think that we should care more about protection of the environment, and in all countries, girls find this even more important than boys do.

Japanese do not trust the experts...


BOYS: A STRONG (AND NAIVE?) BELIEF IN SCIENCE AND TECHNOLOGY?

Many boys have a strong belief that S&T can sort out all environmental problems

A considerable number of boys think that S&T can sort out nearly all kinds of problems, while girls are more reluctant (and realistic?)

Again: Japanese scepticism towards S&T


IMPORTANT FOR CHOICE OF JOB: THE PRIMACY OF PERSONAL RELEVANCE, VALUE AND MEANING



IrelandGermany


Czech Rep.Poland







Uganda

0 10 20 30 40 50 60 70 80 90 100Mean B16. Working with something that fits my

attitudes and values

Young people in all cultures want to have a job that fits with their attitudes and values, and this seems to be most important for the choices of girls.

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JapanEngland

N. IrelandScotland

IrelandGermany

AustriaSlovenia

EstoniaLatvia

Czech Rep.Poland

ussia (Kar)Spain (Bal)


inidad & T.Malaysia

dia (Mumb)India (Guj)angladeshPhilippinesBotswanaZimbabweSwaziland

Lesothona (Centr)

Uganda

0 10Mean

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0 20 30 40n B1. Working wi

While girls in most countries want to work with people, boys are much reluctant

candinavian oys are the ost reluctant hen it comes work with

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IMPORTANT FOR FUTURE JOB: BOYS ARE THING‐ORIENTED.


JapanEngland

N. IrelandScotland

IrelandGermany

AustriaSlovenia

EstoniaLatvia

Czech Rep.Poland





BangladeshPhilippinesBotsw anaZimbabweSwaziland


Uganda

0 10 20 30 40 50 60 70 80 90 100Mean B7. Working with machines or tools

Girls in Europe are not interested a job where they work with machines or tools.

Girls are not interested in learning about technical, mechanical issues like how petrol or diesel engines work

Boys in all cultures indicate strong interest in most items related to technical and mechanical issues.


POSSIBLE RECRUITMENT TO SCIENCE, ENGINEERING AND TECHNOLOGY?


JapanEngland

N. IrelandScotland

IrelandGermany

AustriaSlovenia

EstoniaLatvia

Czech Rep.Poland







Uganda

0 10 20 30 40 50 60 70 80 90 100Mean F14. I would like to become a scientist


JapanEngland

N. IrelandScotland

IrelandGermany

AustriaSlovenia

EstoniaLatvia

Czech Rep.Poland







Uganda

0 10 20 30 40 50 60 70 80 90 100Mean F16. I would like to get a job in technology

Neither Boys nor girls in developed countries are keen to become scientists!

Extremely few girls in most European countries would consider becoming scientists.

Very few girls in most European countries would like to get a job in technology

Very few girls in most European countries would like to get a job in technology

European Boys are more positive towards getting a job in technology, but not very enthusiastic.


FURTHER PLANS FOR RESEARCH AND INITIATIVES

IRIS: A new international study, with the core financed by the EU FP7 (Science and Society). FP7 funding for the planning phase is assured. Ffunding remains for the appr. 40 ’associated’ partners who have expressed interests to join data collection.

Factors influencing recruitment, retention and gender equity in science, technology and and mathematics higher education.

Research questions in IRIS:

1. Educational choices, choosing or nor choosing STM

What are the priorities, considerations, values and experiences on which young people base their educational choice?

2. Recruitment initiatives

What are the success factors for initiatives and efforts aimed at recruiting more young people (women in particular) to higher STM education?

3. Dropout/optout

In what proportions, and for what reasons, do STM students decide to leave their education before graduation?

IRIS lead country: Norway Camilla Schreiner <[email protected]> Ellen Karoline Henriksen <[email protected]> Svein Sjøberg <[email protected]>

web site (for Norwegian ongoing pilot study) http://www.naturfagsenteret.no/viljeconvalg/

Am I interested in the subject? Am I good

enough?

Will I manageto get a

job?

How are the salaries

What is my friends'

opinion about this?

Will I find thework

meaningful?

What are theemployees in thefield concernedabout at work?

What aboutmom and

dad's work?

Does it suit boys or girls?

How large is the risk, and

what do I have to sacrifice?

Will theprofessionsuit med?

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