Culturally Important Issues and Science: A Gender and Science-Interest Investigation

Abstract

Elementary science methods students nearing completion of their preservice teacher preparation are an important source for gauging views about science and its relation to culture. This research investigates gender and science interest as correlates of the valuation of science vis-à-vis nine culturally important categories as measured by the Thinking About Science Survey. Over one thousand male and female students at a large midwestern university took part in this study. One gender effect and an interest effect were found. Significantly more males expressed a high degree of interest in science, and males were more supportive of the assertion that race and gender are irrelevant in science. Interest in science, however, showed the more pronounced effect. Interest in science for both male and females was directly related to how science was valued with respect to six of the nine culturally important categories. Results suggest science interest might be improved by more contextual teaching approaches that seek to develop the valuation of science within a cultural context.