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?

Abstract

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.