The Status of Science and Technology Relative to Other School Subjects. Results of a Study Conducted on Primary and Secondary School Students in Quebec
 
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1
CREAS, Université de Sherbrooke, 2500 boul. de l'Université, Sherbrooke (QC), J1K2R1, Canada
2
Université du Québec à Montréal (UQAM), Département de didactique, C.P. 8888, Succ. Centre-ville, Montréal, Qc., Canada
3
Université de Sherbrooke, 2500 boul. de l'Université, Sherbrooke (QC), J1K2R1, Canada
CORRESPONDING AUTHOR
Abdelkrim Hasni   

CREAS, Université de Sherbrooke, 2500 boul. de l'Université, Sherbrooke (QC), J1K2R1, Canada, Faculté d'éducation, 2500 Boulevard de l'Université, J1K 2R1 Sherbrooke, QC, Canada
Publish date: 2017-04-03
 
EURASIA J. Math., Sci Tech. Ed 2017;13(6):1575–1603
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ABSTRACT
Background:
In recent decades, many studies have examined students’ interest in science and technology (S&T) at school. However, few investigations have studied this interest in a manner that accounts for the status that students assign to this subject relative to other subjects in the curriculum. The main objective of this article is to conduct such an examination.

Material and methods:
This study that used a questionnaire included 2,571 students.

Results:
reveals that S&T occupies an intermediate position relative to other subjects, with only slight differences between boys and girls. However, there are important differences across school years: 1) S&T is perceived to be increasingly difficult as students’ progress in their schooling; 2) relative preference for S&T decreases during the primary-secondary school transition but subsequently rises; and 3) the relative importance of S&T increases compared with all other subjects as students advance in their education. Significant correlations are observed between the latter two dimensions and students’ intentions to pursue studies or careers in S&T.

Conclusions:
The hierarchization of the curriculum has a significant impact on students' interest for S & T and on the intention to pursue studies in the field

eISSN:1305-8223
ISSN:1305-8215