Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?

This paper presents Swedish results from the Relevance of Science Education (ROSE) study, which is part of a large world-wide comparative research study based at the University of Oslo. The national sample was collected in spring 2003 and originates from 751 students from 29 schools, most of whom we...

Full description

Bibliographic Details
Main Author: Anders Jidesjö
Format: Article
Language:Danish
Published: University of Oslo 2012-12-01
Series:Nordina: Nordic Studies in Science Education
Online Access:https://journals.uio.no/nordina/article/view/288
id doaj-76f28f6ec586421c96cf20c9b83b2b28
record_format Article
spelling doaj-76f28f6ec586421c96cf20c9b83b2b282020-11-25T03:46:34ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572012-12-014210.5617/nordina.288Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?Anders Jidesjö0University of LinköpingThis paper presents Swedish results from the Relevance of Science Education (ROSE) study, which is part of a large world-wide comparative research study based at the University of Oslo. The national sample was collected in spring 2003 and originates from 751 students from 29 schools, most of whom were 15 years old. In an additional study data from primary students were collected in spring 2005, with a smaller sample of 112. Significant differences in content orientation between the primary and secondary boys and girls were found and are discussed in the context of young people’s interest in science and technology and the public function of those knowledge fields as a part of education. Earlier studies suggest the benefit of more applicative contexts as the children move through compulsory school. This statement is challenged to some degree in this paper and a stronger need to understand how the transition from primary to secondary level and specific contents are related is discussed. This is due to indications that students’ content orientations are partially dependant on age and there are significant differences due to gender to consider. A deeper examination of those elements can assist in the understanding of the relevance of science from the learners’ perspectives.https://journals.uio.no/nordina/article/view/288
collection DOAJ
language Danish
format Article
sources DOAJ
author Anders Jidesjö
spellingShingle Anders Jidesjö
Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?
Nordina: Nordic Studies in Science Education
author_facet Anders Jidesjö
author_sort Anders Jidesjö
title Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?
title_short Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?
title_full Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?
title_fullStr Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?
title_full_unstemmed Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?
title_sort different content orientations in science and technology among primary and secondary boys and girls in sweden: implications for the transition from primary to secondary school?
publisher University of Oslo
series Nordina: Nordic Studies in Science Education
issn 1504-4556
1894-1257
publishDate 2012-12-01
description This paper presents Swedish results from the Relevance of Science Education (ROSE) study, which is part of a large world-wide comparative research study based at the University of Oslo. The national sample was collected in spring 2003 and originates from 751 students from 29 schools, most of whom were 15 years old. In an additional study data from primary students were collected in spring 2005, with a smaller sample of 112. Significant differences in content orientation between the primary and secondary boys and girls were found and are discussed in the context of young people’s interest in science and technology and the public function of those knowledge fields as a part of education. Earlier studies suggest the benefit of more applicative contexts as the children move through compulsory school. This statement is challenged to some degree in this paper and a stronger need to understand how the transition from primary to secondary level and specific contents are related is discussed. This is due to indications that students’ content orientations are partially dependant on age and there are significant differences due to gender to consider. A deeper examination of those elements can assist in the understanding of the relevance of science from the learners’ perspectives.
url https://journals.uio.no/nordina/article/view/288
work_keys_str_mv AT andersjidesjo differentcontentorientationsinscienceandtechnologyamongprimaryandsecondaryboysandgirlsinswedenimplicationsforthetransitionfromprimarytosecondaryschool
_version_ 1724505514527686656