This citation from a student about chemistry lessons shows – chemicals in the body and used in drugs are more interesting “….Learning how chemicals are used in industry is very boring Talking to students, one is frequently confronted with intenseĬriticism of existing teaching and learning methods. What are the reasons for this low interest in science lessons? Motivations for their more intense interest in the natural sciences, e.g. Moreover, those whoĭo show an interest in the subjects often mention secondary Interest in science dropsĬontinuously the longer boys and girls go to school (Hoffmann and Lehrke, 1986 Elster, 2005). Interested in physics and chemistry (Duit, 1997) girls preferīiology (Krapp, 1998 Löwe, 1987). Several empirical studies show that boys’ and girls’ interestsĪre dependent on age and gender. How can this lack of interest be explained? ScienceĬourses at advanced secondary level are increasingly beingĭropped and university subjects such as mathematics, physics,Īnd chemistry attract lower numbers of students (Black andĪtkins, 1996). Students’ lack of interest in science and technology. Industrialised countries are expressing concern about young Key words: Interest research Science education Context orientationĮxperts in school development and educationalists in the Of girls´ and boys´ interests in science topics. Curriculum development can be informed by a better knowledge They verify that above all, contexts connected with health, fitness, mysticism and spectacular events are interesting for today’s young generation. The findings make it possible to identify typical adolescent topics and give information about the change of adolescent Initial data, empirically gathered from 1247 students at the end of lower secondary level in Germany and For this study, the interests, opinions and attitudes of young people were polled by using a standardised ROSE (the Relevance of Science Education) is an international comparative study on the factors which influence learning in science. Terms & Conditions o f access and use can be found at The ROSE survey | Elsterĭownloaded by at 05:06 23 December 2014 Reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyįorm to anyone is expressly forbidden. This article may be used for research, teaching, and private study purposes. Liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or Not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other Upon and should be independently verified with primary sources of information. The accuracy of the Content should not be relied Any opinions and views expressed in this publication are the opinions and views of the authors,Īnd are not the views of or endorsed by Taylor & Francis. Representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of However, Taylor & Francis, our agents, and our licensors make no Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained To cite this article: Doris Elster (2007) Student interests - the German and Austrian ROSE survey, Journal of BiologicalĮducation, 42:1, 5-10, DOI: 10.1080/00219266.2007.9656100 Student interests - the German and Austrian ROSE Publication details, including instructions for authors and subscription information: House, 37-41 Mortimer Street, London W1T 3JH, UK Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer