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• The following materials were used in this
  presentation
• (available at http//www.ils.uio.no/)
• Schreiner, Camilla and Sjøberg, Svein (2004).
  Sowing the seeds of ROSE.  Background, Rationale,
  Questionnaire Development and Data Collection for
  ROSE (The Relevance of Science Education) - a
  comparative study of students' views of science
  and science education. Acta Didactica. -(4/2004)
  (ISBN 82-90904-79-7) Dept. of Teacher Education
  and School Development, University of Oslo,
  Norway
• Svein Sjøberg Young people and science.
  Attitudes, values and priorities. Evidence from
  the ROSE project. Keynote presentation at EUs
  Science and Society Forum Brussels 8-11 March
  2005
• Anders Jidesjö (PhD student) Magnus Oscarsson
  (PhD student) Linköping university Mid Sweden
  University. Students attitudes to science and
  technology First results from The ROSE-project in
  Sweden. Paper presented at the IOSTE 11
  (International Organization for Science and
  Technology Education) conference in Poland, July
  2004

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• I.
• International dimension
• Goals
• Instruments
• Samples
• First results

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• II.
• SOME RESULTS FROM ROSE STUDIES
• IN SWEDEN

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• III.
• SOME RESULTS FROM ROSE STUDIES
• IN KARELIA (RUSSIA)
• Irina Tevel, Sergey Bogdanov
• Karelian State Pedagogical University

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• 721 ninth-form pupils of age 1417 including 351
  girls and 370 boys from 30 schools of Karelia.
• Among 30 participating schools only 3 were rural
  ones. It corresponds to the specifics of Karelia,
  where the density of population is low with 75
  living in the towns. Six lyceums and gymnasiums
  (situated in Petrozavodsk, the capital of
  Karelia) were presented.
• Most (22) of the participating schools were
  Petrozavodsk ones, and only one (Sortavala)
  district of Karelia was involved. But on the
  other hand just these municipal units are major
  ones, in particular 40 of population live in
  Petrozavodsk.

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• Within basic ROSE aims and priorities during the
  first stage of the project we restricted
  ourselves and concentrated on
• - Studying and methodizing the spectra of the
  pupils prior interests in the field of Science
  and Technology. What types of presentations of
  the material is most attractive for pupils?
• - To classify the pupils interests are they
  profound, sound, operative?
• - What are the main factors governing the pupils
  attitude towards Science and scientific
  activities? What are the reasons of the pupils
  interest to some special issues and topics within
  Science.
• - Are there some meaningful correlations between
  social factors and interest to learn Science? To
  what extent the social parameters influence the
  pupils learning motives?

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• In this connection we added the special national
  blocks to the questionnaire. The additional
  questions concerned the pupils attitude to
  school their family, relatives and friends,
  their outdoors activities. We also asked them to
  comment their expectations on the future job,
  success, lifestyle priorities.
• Besides we splitted the key questions of block F
  (Science in my school) to 3 parts concerning
  physics, chemistry and biology. This corresponds
  to the structure of Russian Science curricular at
  schools, and the pupils interests and attitudes
  towards the mentioned branches of Science are
  different

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• Pupils treating of scientific information
  depends on a number of factors. In particular,
  independently of the subject factors of interest
  are
• Unusual or mysterious objects and phenomena that
  have not been explained satisfactorily or
  exhaustively yet.
• Dynamic and extreme processes.
• Objects and processes that can affect human body
  and sense, in negative way especially.
• General and large scale problems of any aspect
  natural, social, medical, technological, etc.
• Problems come into public notice. Fashionable
  topics and things told about things that are of
  prestige to possess.
• Inwardly emotional items. Problems that give a
  pupil an opportunity to express his/her own
  opinion and thoughts.

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• As far as social dominants, values and pupils
  self-evaluation of future prospects and outlooks
  are concerned, the following conclusions were
  confirmed
• social motives are really dominant
• the development towards goal-seeking behaviour
• the formation of professional self-determination.
• Its also worthwhile to mention that most
  respondents revealed in their answers
• Altruistic motives
• Romantic style of viewing the world, the lack of
  mercantile motives
• High evaluation of general human valuables
• The realization of the role of labour and
  communication in the future activities and life.

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• As mentioned above, gender does not effect the
  results significantly.
• The only essential difference arose with some
  questions on technology the boys are more
  insistent with the practical applications.
• As far as principles of functioning of the
  devices or their influence on humans body are
  concerned, the boys and girls both pay equal
  attention. The following diagrams proves this
  statement (questions A7-A11, A37, A40, E23)

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Also negligible are the differencies in interest
of boys and girls to various fields of Science.
Although physics and chemistry seem to be more
preferable and easy to learn for boys and
biology for girls
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Working with other people/helping them