Attitudes to School Science held by Primary Children in Pakistan

Abstract

Attitudes to science scales developed earlier in England have been used in and around a Pakistan city with children in Primary/Elementary Grades 4–8. The limitations of a ‘transferred scale’ in a culturally different context are apparent in a failure to reproduce the English factor patterns, but items are identified to serve as a base for future attitudinal research in Pakistan. An ‘individual science explorer’ scale has been constructed for Pakistani children aged 10–11 years, which shows a motivation to science despite limited resource provision in the schools. Interviews with a sample of children validate the role of practical science in the classroom, although in reality there is little on offer other than learning from the book. Gender differences in attitudes explored in urban and semi-urban locations show the potential of girls in the latter areas. There is no detectable effect of overt Islamic values and attitudes at work. Recommendations are made for teacher participation in science curriculum reform to initiate a wider adoption of learning through exposure to experiment and investigation.

Keywords:

• Primary children
• Attitudes
• Science
• International comparison
• Curriculum reform

Acknowledgements

The authors would like to thank the Principal and science teachers of Wadhat Colony Government Junior Model School, Lahore for their contribution on the sociology of science teaching in Pakistan.