ROSE, The Relevance
of Science Education, is an international comparative project meant to
shed light on affective factors of importance to the learning of
science and technology. Key international research
institutions and individuals work jointly on the development of
theoretical perspectives, research instruments, data collection and
analysis.
The target
population is students towards the end of secondary school (age 15).
The research instrument is a questionnaire mostly consisting of closed
questions with four-point Likert scales. The rationale behind the
project, including the questionnaire development, theoretical
background, procedures for data collection, etc. is described in a
publication available in pdf or print format:
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 (pdf)
The lack of relevance of
the S&T curriculum is probably one of the greatest barriers for
good learning as well as for interest in the subject. The outcome of
the project will be empirical findings and theoretical perspectives
that can provide a base for informed discussions on how to improve
curricula and enhance the interest in S&T in a way that
· respects cultural diversity and gender equity
· promotes personal and social relevance
· empowers the learner for democratic participation and citizenship
The
key feature of ROSE is to gather and analyse information from the
learners about several factors that have a bearing on their attitudes
to S&T and their motivation to learn S&T. Examples are: A
variety of S&T-related out-of-school experiences, their interests
in learning different S&T topics in different contexts, their prior
experiences with and views on school science, their views and attitudes
to science and scientists in society, their future hopes, priorities
and aspirations, their feeling of empowerment with regards to
environmental challenges, etc.
ROSE
has, through international deliberations, workshops and piloting among
many research partners, developed an instrument that aims to map out
attitudinal or affective perspectives on S&T in education and in
society as seen by 15 year old learners. The ROSE advisory group
comprises key international science educators from all continents. The
group had, in addition to the Norwegian team, the following members:
Dir. Vivien M. Talisayon (The Philippines), Dr. Jane Mulemwa (Uganda),
Dr. Debbie Corrigan (Australia), Dir. Jayshree Mehta (India), Professor
Edgar Jenkins (England), Dir. Vasilis Koulaidis (Greece), Dr. Ved Goel
(The Commonwealth, now India), professor Glen Aikenhead (Canada) and
professor Masakata Ogawa (Japan).
The ROSE project is based on cooperation, and one project aim is to stimulate research cooperation and networking across cultural barriers so that participants can learn from each other. The participants have met at conferences like ESERA and IOSTE, and
special ROSE workshops have been hosted in different countries. We
also hope to shed light on how we can stimulate the students' interest
in choosing S&T-related studies and careers – and to
stimulate their life-long interest in and respect for S&T as part
of our common culture.
The empirical data will be available for participating researchers. In
several countries the research groups involved in ROSE are also engaged
in the large-scale comparative achievement studies like TIMSS and
PISA. The purpose of ROSE is not testing
of achievement, but
rather to address attitudinal and motivational aspects of S&T. Consequently, ROSE will complement
the TIMSS an PISA studies by providing different information about
the status of science education in the country.
There are now about 40 countries taking part in ROSE (see the participating countries),
and more than 10 PhD students will base their thesis on ROSE data. Most
countries have finished the data collection, some countries have still
not completed the survey, and others are in an initial stage of
organising it. Although
the data collection for the initial reporting is finalised, new
research partners may still use the ROSE instrument for their own
research purposes after agreeing with the project organisers. The ROSE
instrument is translated into many different languages. The
questionnaire is copyrighted, but the project organisers may make them
available for other partners.
ROSE is supported by The
Research Council of Norway, The Ministry of Education in Norway, The
University of Oslo and the Norwegian Centre for Science Education. Industrialized
countries cover their own expenses, while some funding for data
collection has been provided for developing countries and countries
with less available resources. In amny countries, project participation
has led to the release of local funding for the participants.
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