ROSE Pres2

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Information about ROSE Pres2
Spiritual-Inspirational

Published on August 16, 2007

Author: Richie

Source: authorstream.com

The ROSE Survey in Scotland:  The ROSE Survey in Scotland an international survey designed in Norway, and implemented in ca 40 countries worldwide - team in Scotland: Stuart Farmer Moira Finlayson Bob Kibble Alan Roach - funding support from ETLLD The ROSE Survey in Scotland:  The ROSE Survey in Scotland 2900 pupil responses, from 92 schools in 31 of the 32 LAs S3 pupils taking SG in discrete science, Science and Int1/Int 2 courses educationally, socially and geographically representative School data (eg % free meals) and teacher survey MAIN FINDINGS:Overall Picture:  MAIN FINDINGS: Overall Picture results in line with international trends views on science net negative overall diversity of individual views on most topics girls somewhat more negative about science, and especially about technology strong variation by course of study MAIN FINDINGS:Social, economic & domestic background:  MAIN FINDINGS: Social, economic andamp; domestic background significance of the number of books at home limited relevance of free school meals indicator little geographical variation evidence for ‘class cohort’ effects Books-in-the-home versus interest in learning about science topics:  Books-in-the-home versus interest in learning about science topics Correlation between ‘book score’ and interest in learning about science topics:  Correlation between ‘book score’ and interest in learning about science topics Correlation between schools meals indicator and interest in learning about science topics:  Correlation between schools meals indicator and interest in learning about science topics MAIN FINDINGS:Interest in learning about science:  MAIN FINDINGS: Interest in learning about science more ‘not interested’ than ‘interested’ responses (ca 55%: 45%) topics with personal or human interest dimension more popular ‘space’ topics rate 2nd overall – strongly correlated with course and books least favoured: plants/agriculture, basis of manufacturing technologies, famous scientists Interest in learning about topics of different types – by no of books at home:  Interest in learning about topics of different types – by no of books at home TOP TEN topics:Girls with >500 books in the home:  TOP TEN topics: Girls with andgt;500 books in the home TOP TEN topics:Girls with no books in the home:  TOP TEN topics: Girls with no books in the home TOP TEN topics:Boys with no books in the home:  TOP TEN topics: Boys with no books in the home TOP TEN topics:Boys with >500 books in the home:  TOP TEN topics: Boys with andgt;500 books in the home MAIN FINDINGS:Attitudes to science, technology & the environment:  MAIN FINDINGS: Attitudes to science, technology andamp; the environment doubt whether science is net beneficial only 17% agree that one can trust what scientists say strong recognition of the importance of environmental threats but - environmental sacrifices are for others only 36% think it is right to 'use animals in medical experiments if this can save humans' Some opinions about science & technology by course of study:  Some opinions about science andamp; technology by course of study Some opinions about environmental issues: by gender, and by books at home:  Some opinions about environmental issues: by gender, and by books at home MAIN FINDINGS:Reactions to science at school:  MAIN FINDINGS: Reactions to science at school not engaging less able pupils general low rating compared to other subjects majority disagree that school science has made them think more critically negative reaction to Primary Science support for more practical work MAIN FINDINGS:Career ambitions:  MAIN FINDINGS: Career ambitions priority attached to job satisfaction importance of life outside of work low interest in STEM based careers distinctive views of boys with few books MAIN FINDINGS:Out of school experiences and activities:  MAIN FINDINGS: Out of school experiences and activities heavily use modern communication technologies practical creative activities – gender dependence 82% have visited a science centre at least once THE WAY FORWARD:More work:  THE WAY FORWARD: More work further analysis would be useful of the data for each school class group significant messages to inform reviews of science and technology curricula messages for ‘science andamp; society’ strategy development inform strategies to engage those currently disaffected identify optimum approaches to challenge negative attitudes to specific science issues THE WAY FORWARD: Relevance of survey for Science Centres:  THE WAY FORWARD: Relevance of survey for Science Centres to suggest topic areas likely to excite interest and enthusiasm. to identify areas of concern where negative public views may be addressed. to provide a basis for an ongoing evidence-based approach to strategic planning. Agreed basis for collaborative follow-up work THE WAY FORWARD: Relevance of survey for Curriculum Review:  THE WAY FORWARD: Relevance of survey for Curriculum Review Application topics support learning of the major concepts and skills that ARE the important curriculum: well chosen applications can engage interest and effort! There are significant messages in the data that could usefully inform choice of topics to support science andamp; technology curricula. Some of these are discernable from the analysis in the Report, but to derive the full potential benefits, significantly deeper and more detailed analysis is required.

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