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Explore how Japanese students perceive science education through an analytical framework, identifying different attitudes and implications for curricula development. This study examines responses from a sample of Japanese students, categorizing them into groups based on their priorities and interests in science, environment, and technology. Understand the diversity of perspectives and the potential for tailored educational approaches.
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How Did Japanese Students Respond to the Questionnaires of “The Relevance of Science Education”? Masakata Ogawa & ShokoShimode Kobe University, Japan
Purpose of the Presentation • Not to Intend to Show an Overview of Japanese Students’ Responses to Each Items • But to Show an Analytical Framework for the Use of Prospective Comparative Studies among Various Countries • To Appreciate Discussion on the Usability
Japanese Educators’ Concern • Rapid Underway in Bipolarization of Students’ Achievements • Good Achievers Getting Better & Better • Poor Achievers Getting Worse & Worse • Possible Reason (An Issue) • Socio-Economic Stratification • Also Differentiation in Attitudes? • Are Japanese Students Heterogeneous? • How to Identify Such Sub-Groups?
Are There Any Ways to Classify Students into Several Groups in terms of their Differential Attitudes toward Science by Utilizing ROSE? Preliminary Research Question
An Analytical Framework (1) • Pre-Supposed Valuables • Nationality, Sex or Number of Books • How to Reflect Students’ Differential Attitudes toward Science in the Analysis of ROSE Data? • Are There Any Appropriate Items in the ROSE to Construct a New Valuable?
An Analytical Framework (2) • Cross-Tabulation • F2 (‘School science is interesting’) • F5 (‘I like school science better than most other subjects’) • (Agree + lo Agree) VS (Disagree + Lo Disagree) • Absolute Interests in School Science VS Relative Likeness of School Science among School Subjects
Loving School Science Not-Positive Priority Specific Priority Interest No Interest Poor Priority Other Priority Loving other Subjects
Survey for Japanese Sample (1) • ROSE Questionnaires for Japanese Sample • Translation into Japanese by Ogawa Checked Its Readability by Two Pre-Service Elementary Teachers • Printed into a Booklet
Survey for Japanese Sample (2) • Sample Students • 50 Lower-Secondary Schools Selected Randomly among 11203 Schools Listed in the School Directory by MOE • 19 Schools among the 50 Schools Were Successfully Involved in • Total 19 Classes with 560 Students (268 Girls, 291 Boys with one unknown) • Survey • Administered by Each Classroom Teacher in March 2003
Cross-Tabulation between F2 and F5 among Japanese Samples
Classification of Japanese Students in terms of School Science Preference
Big Questions • How and By What Do Students Differentiate into such Groups? • What’s the Characteristics of the ‘Other Priority’ Group? • How to Develop Appropriate Curricula and Instructions for Respective Groups in order to Cultivate (Respective) ‘Science Literacy’? • Is It Possible to Turn the ‘Other’ Priority Group into the ‘Specific’ Priority Group?
General Characteristics of Three Major Groups of Japanese Samples
Things to Learn About • Specific Priority Group Has Much More Interests in Broader Range of the Items • Other Priority Group Shows Interests in Narrower Range of the items • Poor Priority Group Responses Negatively to Most of the Items
Typical Example Pattern of Response Distribution
My Future Job • No Significant Differences of Response Patterns among the Three Groups in Most of the Items • The Items the ‘Specific’ Group Showing Much More Preference to are: • B6: Building or repairing objects using my hands • B7: Working with machines or tools • B11: Coming up with new ideas • B15:Working with something I find important and meaningful • B25:Developing or improving my knowledge and abilities
Me and the Environment • No Significant Difference Found among the Three Groups’ Response Distribution in Most of the Items Except • D1: Threats to the environment are not my business (Almost Everybody Negative) • D3: Environmental problems are exaggerated (Mostly Negative Except Boys in the ‘Specific’) • D7: We can still find solutions to our environmental problems (Almost Everybody Positive) • D10: People should care more about protection of the environment (Almost Everybody Positive) • Japanese Students’ Views toward Environmental Issues are Well-Balanced but Negative to the Extremely Optimistic Ones
My Opinions about S & T • Items the ‘Specific’ Group React Positively and the ‘Poor’ Group Do Negatively are; • G2, G4, G5, G6, G9, G12 (Positive Aspects of S & T) • Fundamentally, Japanese Students are Ambivalent and Skeptical to S & T and Scientists
Out-Of-School Experiences • No Clear Tendencies Found • Preliminary Cluster Analysis Performed • Techno-Scientific Items (Common) • Modern-Techno Items (TV, Radio) (Common) • Outdoor Experiences (I) (Camping) (Common) • Outdoor Experiences (2) (Hunting-Gathering) (‘Specific’ and ‘Other’) • Collections & Science Class Tools (‘Specific’ ) • Primitive Technical Tools and Items (Few) • Nomadic Items (None)
A Stratified Model of Activities and Knowledge Amalgamation for Contemporary Japanese People (Ogawa, 2002) Activities and Knowledge Derived from Techno-Informatic Way of Life Manufacturing-Industrial Way of Life Amalgamated Activities And Knowledge in Contemporary Way of Life Agricultural-Nomadic Way of Life (YAYOI Way of Life) Hunting-Gathering Way of Life (JOMON Way of Life)
Out-Of-School Experiences • No Clear Tendencies Found • Preliminary Cluster Analysis Performed • Techno-Scientific Items (Common) • Modern-Techno Items (TV, Radio) (Common) • Outdoor Experiences (I) (Camping) (Common) • Outdoor Experiences (2) (Hunting-Gathering) (‘Specific’ and ‘Other’) • Collections & Science Class Tools (‘Specific’ ) • Primitive Technical Tools and Items(Few) • Nomadic Items(None)
Japanese Students’ Responses to Techno-Scientific Life Style (1) • Girls in the ‘Poor’ Group are Heavier User of Mobile Phones than Boys in Any Other Groups • Girls in the ‘Poor’ Group are also Much More enjoying SMG, while among Boys in the Three Groups No Significant Differences Found • Preference of Computer Games are No Significant Differences among the Three Groups
Japanese Students’ Responses to Techno-Scientific Life Style (2) • Experience in Internet Information Search : No Differences among Girls, but Found is Significance among Boys: The ‘Other’ and the ‘Specific’ Groups are More Experienced • Boys inthe ‘Specific’ Group are Most Used Dictionaries, Encyclopedia on Computer • Experiences in Downloading Music from the Internet and in the E-mails are No Difference among the Three Groups and Sex • Word Processor in the Computer is less Frequently Used by the ‘Poor’ Group
One Symbolic Lesson • Girls in the ‘Poor’ Group • The Least Lover of School Science with Indifference to Science & Technology • Heavy User of Mobile Phones and of SMG • Interests in the Possible Radiation Dangers of Mobile Phones and Computers (No S. D.) • Interests in ‘How Mobile Phones Can Send and Receive Messages?’ (No S.D.)
Implications & Way Forward • Do We Identify Four Groups of Students in Any Countries? • What are the Relative Ratios among the Groups in Respective Countries? • What Kinds of Characteristics Does Each Group Have in terms of Attitudes toward Science or Science Classes? • How Do Students Differentiate into such Groups? • Can the ‘Other’ and ‘Poor’ Groups Turn to be the ‘Specific’ Group?
How about Sharing the Framework? Contact Ogawam@Kobe-u.ac.jp