Camilla Schreiner's research while affiliated with The Research Council of Norway and other places
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Publications (16)
This is part 2 of the final report from ROSE (The Relevance of Science Education), a comparative study of 15 year old students' perceptions of science and science education.
Here we present ROSE in more detail and present in-depth examples of how the date have been analyzed. The basis for this report is Camilla Schreiner's PhD (2006).
We describ...
This document is part 1 (of 2) of the final report of the ROSE project (the Relevance of Science Education), a project that has developed over a period of some 15 years and which directly and indirectly has involved partners from around 80 countries. We briefly describe the rationale, history and development of the project .We give an overview of t...
Can school science become more attractive, interesting and meaningful for young people of today? The point of departure for raising this question is the decline in enrolment in studies in science and technology (S&T) that is apparent in many OECD countries. We draw on perspectives from literature on late modernity and identity construction and we u...
This article presents the comparative project ROSE (The Relevance of Science Education) on how 15-year old learners relate to science (and technology). The focus of ROSE is on the learners’ science and technology (S&T) related prior experiences, their interests, their future plans, their attitudes to and perceptions of school science and science in...
Young people’s participation in science, technology, engineering and mathematics (STEM) is a matter of international concern. Studies and careers that require physical sciences and advanced mathematics are most affected by the problem and women in particular are under‐represented in many STEM fields. This article views international research about...
Modern societies become more and more dominated and driven by science and technology (S&T). Such societies need a highly skilled
workforce for a competitive global knowledge-based market. Furthermore, democratic societies need broadly educated citizens
who can understand current S&T-based challenges and who can take part in democratic decisions. In...
The PhD study's paramount objective is to develop knowledge about girls who choose to study subjects where females are in minority, in an effort to help break down the barriers that prevent other girls from doing the same. The informants are first-and second-year college and university students in Norway. Through a qualitative narrative analysis of...
Young people are growing up at a time when we have an increased awareness of the vulnerability of the natural world. We have realised how life on earth may suffer from the consequences of humans interfering with nature. Development of environmentally informed and active citizens is crucial for the future of our society and for the well-being of eve...
INTRODUCTIONi This chapter is based on the view that teaching must build on an understanding of students' values, cultures, priorities and concerns. Rather than discussing how value issues can be addressed in science lessons (the subject of other chapters in this volume), we aim at describing aspects of the spirit of our time, and how these might i...
Citations
... Bollin et al. (2020) also report that interest in computer science tends to decline among young women [4]. However, there are STEM fields where women are not under-represented, in biological sciences or environmental sciences the gender balance is shifted towards women [12,46]. Potential reasons for these differences are stereotypes of the STEM field, insufficient early experience, or the lack of role models [12,32,45]. ...
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... For example, Liang et al. (2008) developed a Likert-type 'Students' Understanding of Science and Scientific Inquiry' instrument, which deals with the elements of the nature of science, but does not examine the image of the scientist separately. Similarly, Sjøberg and Schreiner (2019) used DAST in the relevance of science education projects by adding it to survey items outside the drawing instrument. However, in these applications, the analysis of the image of the scientist has not been dealt with separately. ...
... In other words, the goal is not to know the future but to think about it in a useful way (see e.g., Facer & Sriprakash, 2021;Mangnus et al., 2021;Poli, 2021;UNESCO, n.d.; see also Page, 1996), i.e. to expose "the anticipatory assumptions and conceptions of the relationship of action to consequences" that "shape the imaginary futures that human consciousness is able to conjure" (Miller, 2015, p. 515). Our conception of the future influences our actions in the present (Mangnus et al., 2021;Poli, 2021;Schreiner, 2006)-for example, to act to improve our circumstances, we must first have the "capacity to aspire" (Appadurai, 2004). FL involves creativity, imagining "discontinuities" and embracing the sense of "not knowing" as opposed to simple preparation (Miller, 2015;UNESCO, n.d.). ...
... For example, the societal dimension of chemistry as it is taught in schools needs further significant improvements [16]. Many studies at the international level demonstrate that chemistry is unpopular among students, as revealed by The Relevance of Science Education (ROSE) project [17]. ROSE's purpose was to analyze information on 15-year-old learners' attitudes towards science and technology, and feelings with regards to environmental Sustain. ...
... Evidence indicates that students' performance in science is influenced by several affective factors such as their motivation (e.g., Organisation for Economic Cooperation and Development, 2010;Ratelle et al., 2007), interest, attitudes, and use of learning strategies (Bouckenooghe et al., 2016;Schunk et al., 2008;Sjoberg & Schreiner, 2006). Initiative-taking students are usually interested in classroom activities, are enthusiastic, and engage more in the learning process than their counterparts. ...
... A 'swing from science' describes a general decline of career pursuits and interest in science, a common trend in European countries [9,10]. The Relevance of Science Education (ROSE) project developed a method of measuring the attitudes of 15-year-old students towards science and technology in over 40 countries and found that more developed countries have a declining trend in interest in the study of science [10]. ...
... Til tross for denne økningen har Norge fremdeles behov for flere fagkompetente realister. I de siste tiårene har det vaert stor bekymring over den lave realfagsrekrutteringen i Europa, som har ført til at flere land har satt i verk egne tiltak for å stimulere flere unge til å velge realfaglig utdanning og yrke (Bøe & Henriksen, 2013;Osborne, Simon, & Collins, 2003;Schreiner, Henriksen, Sjaastad, Jensen, & Løken, 2010;Schreiner & Sjøberg, 2012). I Norge ble det lansert en strategiplan i 2010, som het "Realfag for framtida". ...
... " This may be related to the different way in which boys set pri- orities compared to girls regarding their preferences for creative activities. Relevant questionnaire-based surveys have also indicated that girls are more eco-centric than boys (Schreiner & Sjoberg, 2003;Uitto, Juuti, Lavonen, & Meisalo, 2004). Further- more, according to Graziani, Cabral, and Santana (2013), there is a significant differ- ence for many environmental questions on which girls demonstrated better/higher results. ...
... Forsking på ungdom og utdanningsval har fått fram viktig kunnskap om samanhengar mellom ungdom sine utdanningsval og kjønn, sosial bakgrunn, etnisk tilhøyrsle og kultur (Bakken, 2007; Schreiner & Sjøberg, 2006; Danielsen, 2005; Illeris, 2002). Forskinga har på den måten gjeve verdifull innsikt i ungdomsalderen sine saertrekk og utfordringar (Heggen, Jørgensen, Paulgård, 2003; Heggen, 2004). ...
... However, the practice in China has not been as smooth as expected. Difficulties in observation (Harrison & Treagust, 2000;Ostlund, 2004;Walker et al., 2015;Nyanda, 2020), declining learning interests (Bøe et al., 2011;Katharina Kiemer et al., 2015;Pinxten et al., 2019;De Loof et al., 2021) and the lack of teaching resources (Dong Zehua, 2016;Margot and Kettler, 2019) are three main problems. ...
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