1. in search of Modern Roses in a Diverse World is there one profile in modern youth's interests in science which contrasts profiles in other societies? IOSTE, 25-30 July 2004, Lublin, Poland Camilla Schreiner, PhD student, University of Oslo

2. 2 School science Western societies  students' dissatisfaction  falling recruitment connected to modernisation of societies?

3. 3 Youth's view science educators  know and understand  bridge our (different) goals youth's horizon  bridge - not adopt or embrace describe and understand Modern Roses in a Diverse World

4. 4 Outline 1.focus 2.'modernity' 3.selection of countries 4.empirical findings 5.conclusion and discussion

5. 5 Focus  in search of Modern Roses in a Diverse World  one profile in modern youth's interests?  the role of sex  focus on differences precautions & reservations...  robust findings  not one non-modern profile  not understand the non-modern profiles

6. 6 The term 'modernity' modernisation, modernity, pre-, late-, post-modern modern antonym: traditional, non-modern ≠ old-fashioned ≠ out-dated

7. 7 Young modern mentality shaping their own identity and their own life – disconnected from societal matters care for others, democracy, environmental protection, societal participation, social and ethical values 'living a life on one's own', self realisation post-materialism narcissism vs. post-materialism

8. 8 Key processes in modernisation  formation of nation-states  industrialisation  capitalist development  democratisation  technologisation, increasing role of s&t  urbanisation  larger proportion employed in industry & service vs. agriculture  commercialisation, market orientation  rise of mass media  secularisation  de-traditionalisation  fall of 'grand narratives'  individualisation  globalisation

9. 9 Sampling of countries 13/24 extremes of modern–traditional ranking:  modern: North-Western Europe  traditional: Philippines and Africa  various dissimilar countries

10. 10 Country (5 + 5 + 3) Urban. % HDI 2004 (H/M/L) % GDP agr (ind/sev) Norway75.96 (H)2 (43/55) Iceland92.94 (H)11 (26/63) Sweden83.95 (H)2 (29/67) England (UK)89.94 (H)1 (29/70) N Ireland (UK)-"- Uganda14.49 (L)43 (19/38) Lesotho28.49 (L)17 (44/39) Ghana38.57 (M)35 (25/39) Zimbabwe35.49 (L)19 (25/57) Philippines59.75 (M)16 (31/53) Japan79.94 (H)2 (32/66) Trinidad &74.80 (H)2 (43/55) Greece60.90 (H)8 (24/69)

11. 11 SamplesN age 14-16 guidelines followed Norway1204 Iceland618 Sweden746 England (UK)1266 * N Ireland (UK)832 ÷ Uganda758 ÷* Lesotho467? Ghana782 (50% urban) Zimbabwe533 ?÷?÷ Philippines4434? (TIMSS) Japan560? Trinidad &638? Greece547 has followed the sampling procedure described in the ROSE handbook ÷ has not followed the sampling procedure ? has yet not written the report on how the study was organised * low response rate

12. 12 Question ACE (108 items) 1 2 3 4

13. What I want to learn about

16. globallocal Environmental protection (girls and boys)

17. Environmental protection (global)

18. Environmental protection (local)

19. Space (girls and boys)

20. Space

22. Philosophy, mysteries, wonder

25. Technology

28. Human body and health

32. Hullabaloo powder & shot natural events

33. Hullabaloo

35. Science in society (girls and boys)

36. Science in society

38. Everyday relevance (girls and boys)

39. Everyday relevance

41. 41 of ACE:  calculate 'distances' between countries  gives clusters of countries  similarities and differences between countries Cluster analysis

42. 42 Clustering countries

43. Summing up modern girls:

44. Summing up modern boys:

45. Summing up neither modern girls nor boys:

46. Changing context (human biology) A43. How the ear can hear different sounds A33. The effect of strong electric shocks and lightning on the human body A34. How it feels to be weightless in space A40. How to exercise to keep the body fit and strong C13. Why we dream while we are sleeping, and what the dreams may mean

47. 47 Conclusion a modern Western profile! modern youth are less interested! various contexts stimulate interests from various groups of students

48. 48 Discussion perspectives from youth research  deepen our understanding?  bridge science education?  (understand and bridge - not adopt or embrace)

49. Discussion shaping their own identity and their own life – disconnected from societal matters care for others, democracy, environmental protection, societal participation, social and ethical values narcissism post-materialism  lower interests  higher interests

50. 50 the ROSE study...

51. 51... in search of Modern Roses in a Diverse World