Social science that makes a difference Attitudes to science: views of the public and a slice (15 year olds) Vijay Reddy and Andrea Juan Department of

Social science that makes a difference

Attitudes to science: views of the public and a slice

(15 year olds)

Vijay Reddy and Andrea JuanDepartment of Science and Technology Research

Seminar SeriesMarch 2015

Attitudes to science: views of the public and a slice

(15 year olds)

Vijay Reddy and Andrea JuanDepartment of Science and Technology Research

Seminar SeriesMarch 2015


Storyline of this presentationStoryline of this presentation

This section is to reflect on studies undertaken on science engagements. At the HSRC we are trying to build a research agenda on public attitudes to science. In this presentation we will report on findings from two studies.i. public attitudes to science with data from the South African

Social Attitudes Survey (SASAS) and ii. one slice of the public, viz. grade 9 school students attitudinal

data obtained from the Trends in International Math and Science Study (TIMSS).

Sub-text of my presentation is importance of research in this field


Papers and PublicationsPapers and Publications

• Reddy V, Juan A, Hannan S, Arends F, Gastrow M (2015) Science Awareness, Attitudes and Astronomy. Report to the Department of Science and Technology

• Reddy V, Gastrow M, Juan A (2013) Public attitudes to science in South Africa. South African Journal of Science

• Juan A, Reddy V and Hannan S (2014) Attitudes to Science: Part of the Puzzle to Improve Educational Achievement

• Science and society OR society and science• PublicS


1. PUBLIC ATTITUDES TO SCIENCE1. PUBLIC ATTITUDES TO SCIENCE

Measuring attitudes by SASAS• In 2013, 2739 adults over 16 years old

participated• Nationally representative stratified sample,

weighted on 2011 census results• Broader survey instrument includes social,

cultural, demographic, and geographical data

• SASAS included internationally used measure of attitudes to science and technology:

Four items measure “promise” /benefits of science

Three items measure “reservation”/risks of science


1. It is not important for me to know about science in my daily life (R)

2. Science makes our way of life change too fast (R)

3. We depend too much on science and not enough on faith (R)

4. Science and Technology are making our lives healthier, easier, and more

comfortable (P)5. Because of S&T, there will be more opportunities for the next generation

(P)

6. Benefits of science are greater than any harmful effects (P)

7. With the application of science and new technology, work will become

more interesting (P)

0 10 20 30 40 50 60 70 80 90

38

68

42

82

71

60

74

35

73

59

81

70

56

36

73

56

77

71

49

67

1.1. Attitudes to science (1999, 2010, 2013)

2013 2010 1999


1.2. Interest in Science Developments

1.2. Interest in Science Developments

Med

icin

e

Climat

e ch

ange

The In

tern

et

Socia

l sci

ence

Econom

ics

Hum

anitie

s

Astro

nomy, spa

ce, s

ky a

nd st

ars

Nucl

ear te

chnol

ogy

0102030405060 52

31 2823

15 13 137

Which of the following science and technology developments are you most interested in?


1.3. How does the public access information

1.3. How does the public access information

Public spaces

Books/ magazines

Internet

Other people

Newspapers

Radio

Television

0 10 20 30 40 50 60

14

23

24

24

27

41

50


1.4. Science in schools1.4. Science in schools

Statement Agree %

The science I learnt at school has been useful in my daily life

33

The science I learnt at school has been useful in my job

36

Jobs in science are very interesting 60

Studying science will get you a good job. 47

Science is a career suitable for women66


2. Grade 9 learners attitudes to science

2. Grade 9 learners attitudes to science

• TIMSS assesses and benchmark South African mathematics and science performance in an international study. TIMSS is conducted every four years since 1995. In TIMSS 2011, 45 countries participated at the grade 8/9 level.

• In August 2011, the HSRC administered the TIMSS 2011 mathematics and science instruments in 285 schools to 11969 grade 9 learners in public and independent schools.

• A set of 21 items related to learner attitudes to science.

• Three indices were created from the items: • Enjoyment: intrinsic motivation• Valuing: Extrinsic & seeing the utility of

science

• Self-confidence: ability beliefs to learn science.


2.1 The schooling system pipeline2.1 The schooling system pipeline

2003

Grade 1

1250 000

2011

Grade 9

1050 000

2014

Grade 12

532 860

150 752Bachelor's

pass

Potential pool of STEM skills

79 050 >40% Maths62 032 >40% Physics


2.2.Why the interest in science attitudes for school learners

2.2.Why the interest in science attitudes for school learners

Emerging literature highlights the importance of cognitive (academic) and non-cognitive (motivation, values, interests, and attitudes) in producing the desired educational, social and economic outcomes. There is a bi-directional relationship between cognitive & non-cognitive aspects. Evidence suggests that while both cognitive and non-cognitive traits evolve over the lifecycle, non-cognitive skills can be influenced more successfully and later in life than basic cognitive skills.Social policy focusing on non-cognitive traits, such as attitudes, may therefore be effective in addressing low math achievement.


2.3. Learner views of science2.3. Learner views of science

I enjoy learning science

I wish I did not have to study science*

Science is boring*

I learn many interesting things in science

I like science

I think learning science would help me in my daily life

I need science to learn other school subjects

I need to do well in science to get into the university of my choice

I would like a job that involves using science

I need to do well in science to get the job that I want

It is important to do well in science

I usually do well in science

Science is more difficult for me than many of my classmates*

I learn things quickly in science

My teacher tells me I am good at science

Science is harder for me than any other subject*

Enj

oym

ent

Val

ueC

onfi

denc

e

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

60.8

42.4

51.5

61.9

59.1

70.3

46.5

60.8

51.1

60.6

66.8

46.2

28.5

41.9

31.8

33.9Agree a lot Agree a little Disagree a little Disagree a lot


2.4 Enjoyment, Value and Confidence in Mathematics and Science in TIMSS 2011

2.4 Enjoyment, Value and Confidence in Mathematics and Science in TIMSS 2011

Confidence

Value

Enjoyment

Confidence

Value

Enjoyment

Sci

en

ceM

ath

0% 20% 40% 60% 80% 100%

17

58

41

11

72

41

High Medium Low

2.5. Science Attitudinal patterns of Singapore, Botswana, and South Africa

2.5. Science Attitudinal patterns of Singapore, Botswana, and South Africa

Sou

th A

fric

a

Bots

wan

a

Sin

gapore

Int.

Ave

rage

Sou

th A

fric

a

Bots

wan

a

Sin

gapore

Int.

Ave

rage

Sou

th A

fric

a

Bots

wan

a

Sin

gapore

Int.

Ave

rage

Enjoyment Value Confidence

0%

20%

40%

60%

80%

100%

4157

38 35

5775

41 41

17 15 14 20

High Medium Low

2.6. Enjoyment, Valuing and Self-Concept of Science by average achievement score2.6. Enjoyment, Valuing and Self-Concept of Science by average achievement score

Enjoyment Valuing Confidence0

50

100

150

200

250

300

350

400

450

376344

399

311 319 326313346

323

High Medium Low


2.7. The relationship between attitudes and achievement

2.7. The relationship between attitudes and achievement

Enjoyment = 24 Achievement points

Value = 15 Achievement points

Self confidence = 10 Achievement points


3. Overall Implications 3. Overall Implications • Need for an instrument to measure

views/ attitudes of public to science.• Need to have a theory of change that will

facilitate programmes to change attitudes

• For the schooling system need to focus on encouraging the enjoyment of science, as well as building students self-confidence in their ability to learn science.

Documents

Social science that makes a difference Attitudes to science: views of the public and a slice (15 year olds) Vijay Reddy and Andrea Juan Department of