The affective domain of science learning among Chinese school pupils: Further undertaking of the ROSE project in Hong Kong and mainland China

In the past few years, there has been growing demand to refocus research efforts on the affective dimension of science learning to remedy the recent crisis in science education in many developed countries, which has resulted in a continuing decline in the numbers of young students pursuing further study in science subjects and science- and technology-related careers. This project is closely linked with an international project called the Relevance of Science Education (ROSE) which was launched in 2002, and since then has collected data from more than 40 countries on the attitudes of 15-year-old students towards science, including their (i) science- and technology-related career orientation; (ii) attitudes, priorities, and decision-making regarding environmental matters; (iii) motivation for, self-confidence in, and expectations and perceptions of science learning in school; (iv) opinions about science and technology; and (v) out-of-school experiences with science and technology. Our research team has been consigned to undertake the pioneer work of collecting preliminary data on the affective domain of science learning among Chinese students in Hong Kong and mainland China for the international ROSE project. This project will gain an in-depth understanding of the affective dimension of science learning among Chinese pupils to inform (a) local and national education policymakers and other relevant stakeholders about the betterment of science curriculum reform and science teaching and (b) international science educators so that they gain a more complete picture of worldwide trends in science learning.

Funding Source: RGC - General Research Fund (GRF)