Primary-school children's attitudes towards science, engineering and technology and their images of scientists and engineers

Abstract

The attitudes of Year 5 primary-school children towards science, engineering and technology (SET) were examined prior to studying the effects of the Horsham Greenpower Goblin Challenge (HGGC), a hands-on SET project. The data collection centred on pupil, parent and teacher questionnaires using Likert scales and picture/word images of scientists and engineers. Analysis showed that Year 5 children had definite, discrete images of SET, seeing science as investigative, engineering as repairing and technology as creative. In general, the children enjoyed science and design technology at school and appreciated the benefits of science and engineering to society, but did not wish to become scientists or engineers.

Keywords:

• science
• engineering
• children's attitudes
• SET
• science and society

Acknowledgements

We are very grateful to the head teachers, teachers and pupils of the Horsham primary schools involved in this project for their support for the HGGC and the time they gave for interviews and questionnaires, and to Ian Still of the Horsham District Business Education Partnership, Crawley, for his enthusiasm and help in facilitating the collection of information from HGGC organisers and sponsors, teachers, and pupils.