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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Foreword
(Dec.,
2005) Svein SJØBERG & Camilla SCHREINER How do learners in different cultures relate to science and technology?
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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Foreword
(Dec.,
2005) Svein SJØBERG & Camilla SCHREINER How do learners in different cultures relate to science and technology?
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Most youth appreciate S&T in society
A possible explanation for young people's lack of interest for studying S&T could be that they hold a negative view of the role that S&T play in society, and that they blame S&T for the unintended catastrophes and risks (e.g. the Chernobyl disaster in 1986, BSE (Bovine Spongiform Encephalopathy or "mad cow disease"), the depletion of the ozone layer, global warming and overpopulation) following in the wake of the technological development (Beck, 1999; Sjøberg, 2004).
Contrary to such expectations, the ROSE results indicate that youth express a positive view on S&T. Average scores for girls and boys in nearly all countries show strong agreement with statements like these:
- Science and technology will find cures to diseases such as HIV/AIDS, cancer, etc,
- Science and technology are important for society,
- Thanks to science and technology, there will be greater opportunities for future generations,
- New technologies will make work more interesting,
- The benefits of science are greater than the harmful effects it could have, and
- Science and technology make our lives healthier, easier and more comfortable.
Figure 2 illustrates this with one example. The diagram shows responses to Science and technology are important for society. In average, girls and boys in all countries agree that S&T are important for society, and the gender differences are negligible.
Figure 2. Science and technology are important for society. Average scores for boys (filled symbols) and girls (open symbols). "Trinidad & T" denotes Trinidad and Tobago.In general, youth in Malaysia, Philippines, India and Bangladesh are very positive, while Japanese youth are more hesitant. This is just noticeable in Figure 2, while in many other questions in the questionnaire, for example in Figure 3, Japanese youth express far more scepticism towards the role of S&T in society than youth from other countries: In average, Japanese students disagree that The benefits of science are greater than the harmful effects it could have.
Figure 3. The benefits of science are greater than the harmful effects it could have. Average scores for boys (filled symbols) and girls (open symbols). "Trinidad & T" denotes Trinidad and Tobago.The reluctant attitude of the Japanese youth has gained attention elsewhere, for example in the Japanese newspaper Ashanti in December 2004.
Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 2, Foreword (Dec., 2005). All Rights Reserved.
