Raising the level of science awareness among early secondary students

Abstract

This research develops the concept of science awareness and explores how it can be promoted among early secondary students at school through sustained reflection about one’s own beliefs regarding the importance of science, science education, and the engagement with and action on scientific issues. The study consists of two phases: Phase 1 aims at measuring the level of science awareness; Phase 2 pilots a number of activities aimed at raising science awareness among 12-year old students. A survey with a representative sample of 400 Form 2 (year 8) school students, aged 12, in Malta, was used to measure the level of science awareness. This was then followed by focus group discussions. Science awareness was found to be low in particular in the recognition of everyday issues that are related to science and in the recognition of the importance of science education to engage with and act on these issues. Science awareness depended on school type, students’ social background, gender and set (track) in science. Students from Independent schools had higher awareness as well as socioeconomic status. School science content is still too detached from everyday life and activities carried out in class are usually teacher-centred. Consequently, early secondary students, do not recognise the relevance of studying science beyond their career prospects. Phase 2 involved the development of a number of learning activities, based on metacognitive reflection and planned to raise science awareness with a small group of Form 2 students. These activties were implemented within the current Integrated Science curriculum. Data were collected through the original questionnaire, students’ and teacher’s journals. Analysis showed that although an increase in science awareness was observed, in particular with regard to aspects that were originally measured to be low, it can be concluded that beliefs among 12-year olds are already strongly held and for such work to have more effective results, more effort has to be made in earlier years of science education.