Full Text (PDF)
Abstract
Background:
In recent decades, many studies have examined students’ interest in science and technology (S&T) at school. However, few investigations have studied this interest in a manner that accounts for the status that students assign to this subject relative to other subjects in the curriculum. The main objective of this article is to conduct such an examination.
Material and methods:
This study that used a questionnaire included 2,571 students.
Results:
reveals that S&T occupies an intermediate position relative to other subjects, with only slight differences between boys and girls. However, there are important differences across school years: 1) S&T is perceived to be increasingly difficult as students’ progress in their schooling; 2) relative preference for S&T decreases during the primary-secondary school transition but subsequently rises; and 3) the relative importance of S&T increases compared with all other subjects as students advance in their education. Significant correlations are observed between the latter two dimensions and students’ intentions to pursue studies or careers in S&T.
Conclusions:
The hierarchization of the curriculum has a significant impact on students' interest for S & T and on the intention to pursue studies in the field
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 6, 1575-1603
https://doi.org/10.12973/eurasia.2017.00686a
Publication date: 03 Apr 2017
Article Views: 2380
Article Downloads: 2699
Open Access References How to cite this article