This research addresses the attitudes of the stakeholders of the school education (students, parents and teachers) toward learning and teaching science in the multinational context. In particular, it aims to study the perception of science fields (Physics, Chemistry, Life, Earth and Environmental Science) in the dimensions of their understanding, personal values (interests, priorities, motivations) and social experience. Also, the survey targets the issues associated with the perception of science fields and scientific literacy in regard to the environmental problems. In particular, awareness and attitudes to the environmental problems in relation to the country of the respondents' citizenship and the global scale are studied. The research is conducted by a questionnaire in several countries (Japan, Malaysia, Ukraine and others) to analyse both public and private sectors of the school education. Although a number of countries, including Japan, are top performers in international contests of science education, the scientific literacy of their citizens of different age groups does not always correspond to their scores, and the attitude toward science is often rather negative. The literacy and the attitude, however, vary depending on science topics and fields, as indicated by a number of research reports. Such differences in performance and perception are crucial for the development of education in both formal (primary and secondary) and informal (lifelong learning) perspectives and should not be underestimated. Therefore, this research raises the questions: "Is there a concept of a relative importance of science fields in the school education globally?" and "What is the sustainable development for science education?"
Kseniya Fomichova, University of Yamanashi, Japan
Naoya Gomi, University of Yamanashi, Japan
Taku Misonou, University of Yamanashi, Japan
This paper is part of the ACE2013 Conference Proceedings (View)
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