Student interest in and familiarity with science from secondary to postgraduate level

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Published: Dec 2, 2024

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Esther Gamero Sandemetrio
Florida Universitaria
Spain
https://orcid.org/0000-0002-3215-902X
Enric Ortega Torres
Universitat de Valencia
Spain
https://orcid.org/0000-0001-9246-4010
Vol. 8 No. 2 (2024), Research in science education
DOI: https://doi.org/10.17979/arec.2024.8.2.10545
Submitted: Feb 24, 2024 Accepted: Oct 27, 2024 Published: Dec 2, 2024
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Abstract

Science process skills are one of the key indicators of scientific literacy. Nevertheless, few studies have examined how the factors affecting science literacy change over the course of the educational process. The aim of this paper is to analyse how students’ familiarity with and interest in science processes evolve over the course of their education. The sample for the study consisted of 200 students from different educational stages and institutions in the region of Valencia. Data were collected using a validated questionnaire and a discussion group comprising a representative group of students to provide insight into the quantitative data. The results show that familiarity with and interest in science processes improve over time, indicating the need for improved early-stage science teaching in relation to comprehension and contextualisation.

Keywords:

familiarity, interest, skills, science education

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