Study interests in the Czech Republic – who is interested in natural science and technical fields of study?

Author(s):

Josef Basl(presenting / submitting)

Conference:

ECER 2012

Network:

09. Assessment, Evaluation, Testing and Measurement

Format:

Paper

Session Information

09 SES 11 B, Findings from International Comparative Achievement Studies: Attitudes Towards Mathematics and Science

Parallel Paper Session

Time:

2012-09-20

17:15-18:45

Room:

FCT - Aula 15

Chair:

Heidi Harju-Luukkainen

Contribution

Research question

The research issue “Natural science and technical fields of study are not very attractive for students” is discussed within this paper. To be more specific, we investigate three research questions:

Are the high achieving students (upper secondary) interested in natural science and technical fields of study?
What differences in socioeconomic background have university students of natural science and technical fields compared to students of other fields?
What differences in upper secondary educational track have university students of natural science and technical fields compared to students of other fields?

The aim of this paper is to analyze situation in the Czech Republic with a focus on interest in natural science and technical fields and on educational aspirations (Kloosterman et al. 2009) so that we can better understand aspects that influence one`s interest to study certain fields (Baram-Tsabari, Yarden 2009; Margolis 2001; OECD 2007; Simpson, Oliver 1990).

Objectives and research framework

Despite the need to understand an ever-broader spectrum of themes in the area of natural and technical sciences in today’s world, the Organisation for Economic Co-operation and Development (OECD, 2007) has reported that the Czech Republic has seen a decreasing proportion of university students majoring in technical and science subjects (Palecková, 2007). This is a trend that is present in most developed countries, as shown by international studies (Eurydice, 2006; OECD, 2007).

At the same time, demand in the labour market has shown the complete opposite trend. Although graduates of natural sciences have higher average incomes than graduates of the humanities or social sciences, employers have been pointing out a shortage of qualified graduates. Unfortunately, the fields of natural sciences and engineering are perceived as ”too difficult” by many young people.

This paper deals with an interest in educational and occupational career in natural sciences, technology or engineering. With reference to knowledge economy concept (Veselý 2004; World Bank 2010), we suppose that high-professionals in natural sciences, technology and engineering significantly contribute to development in science and innovations of a country. Therefore two groups with the highest potential to become high-professionals are of our focus – university students and 15-year old with university aspirations.

Method

Methods of correlation analysis, linear regression modelling and structural equation modelling are used to analyze datasets from PISA 2003, PISA 2006, Eurostudent 2009 and PISA-L (longitudinal module of PISA 2003 in the Czech Republic). Using the PISA 2006 dataset, a comparative analysis of Czech Republic, Germany, Finland and Norway was performed. All analyses pertain to the individual student level. Analyses were conducted using the SPSS software package. To weight the cases, the variable “final student weight” was used. To treat missing values, “pairwise exclusion” was used.

Expected Outcomes

Impact of family background on future science-related study and/or career has not been demonstrated by our analyses. Our findings, nevertheless, show a fairly strong influence of school in this respect. We have found that the interest in future careers is significantly influenced by the degree to which the school prepares students for future education and careers. The school, then, also influences a more general indicator— the level of awareness of science-related career opportunities, which is also crucial for interest. In other words, effect of attended secondary school track, in particular effect of information on science and technology careers students get at school, was found very strong. Next, we found that at the tertiary level, natural sciences, technology and engineering students, compared to students in other fields, recruit from rather lower socioeconomic backgrounds.

References

Eurydice. 2006. „Science teaching in schools in Europe: Policies and research“. Brussels: Eurydice. Baram-Tsabari, A., A. Yarden. 2005. „Characterizing children`s spontaneous interests in science and technology“. International Journal of Science Education 27 (7): 803-826. Kloosterman, R. et al. 2009. „Parental education, children's performance and the transition to higher secondary education: trends in primary and secondary effects over five Dutch school cohorts (1965–99)“. British Journal of Sociology 60 (2): 377-398. Margolis, E. et al. (eds.) 2001. The Hidden Curriculum in Higher Education. London: Routledge. OECD. 2007. PISA 2006 Science Competencies for Tomorrow’s World. Volume 1: Analysis. Paris: OECD. Paleckova, J. et al. 2007. „Main findings from the PISA 2006 survey: Do Czech students cope with science?“. Prague: ÚIV. Simpson, R. D., J.S. Oliver. 1990. „A summary of major influences on attitude toward and achievement in science among adolescent students“. Science Education, 74(1), 1–18. Veselý, A. 2004. „Knowledge Society as a Theoretical Concept“. Sociologický časopis/Czech Sociological Review 40 (4): 433-446. World Bank. 2010. Knowledge Assessment Methodology. [online]. World Bank. [cit. 2010-02-08] Available from WWW: .

Author Information

Josef Basl (presenting / submitting)

Czech School Inspectorate

Praha 6

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