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Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 2
FOREWORD

Taking scientific literacy seriously as a curriculum aim

Robin MILLAR

Salters’ Professor of Science Education
Department of Educational Studies, University of York
Heslington, York
YO10 5DD, U.K.

Email: rhm1@york.ac.uk

Contents

 Introduction

In many countries, there is concern about the engagement of young people with science.  Fewer are choosing to study science, particularly the physical sciences, in upper secondary school and at university level (for data on the UK situation, see Roberts (2002); for a European perspective, see European Commission (2004)).  Across the years of secondary schooling when science is a compulsory subject, research studies from a range of countries show a decline in students’ attitudes towards school science (Bennett, 2003).  Many say that they find science difficult, dull and not relevant to their needs or interests.  In the ROSE (Relevance of Science Education) Project survey, a majority of students in developed industrial countries indicated that they like science less than other school subjects, and relatively few aspire to careers in science (Sjøberg & Schreiner, 2005).  Many students agree that science is important, but feel it is ‘not for them’ (Jenkins & Nelson, 2006).  The ROSE data show a strong negative correlation between a country’s level of development (using the United National Human Development Index) and the average ratings given by students from that country to positive statements about school science and about future careers in science.  Sjøberg and Schreiner suggest that this indicates a mismatch between the image of science presented in school science courses and young people’s sense of identity in the modern world.  Whether or not we accept this interpretation, it seems clear from the evidence of many studies and reports in many countries that we need a fundamental reappraisal of the way we present science as a subject within the school curriculum.

 

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