Acta Didactica
4/2004
Camilla Schreiner
Svein Sjøberg
SOWING THE SEEDS OF ROSE
Background, rationale, questionnaire development and
data collection for ROSE (The Relevance of Science Education)
– a comparative study of students’ views of
science and science education
DEPARTMENT OF TEACHER EDUCATION AND SCHOOL DEVELOPMENT
UNIVERSITY OF OSLO
Camilla Schreiner
Svein Sjøberg
SOWING THE SEEDS OF ROSE
Background, rationale, questionnaire development and
data collection for ROSE (The Relevance of Science Education)
– a comparative study of students' views of
science and science education
Oslo 2004
© ILS og forfatterne, Oslo, 2004
ISSN: 1502-2013
ISBN: 82-90904-79-7
Utgiver: Unipub AS
Trykk og innbinding: AiT e-dit AS, Oslo 2004
Rapportserien distribueres av Unipub AS
Henvendelser om denne boka kan rettes til Unipub AS:
Telefon:
22 85 33 00
Telefaks:
22 85 30 39
E-post:
[email protected]
Det må ikke kopieres fra denne boka i strid med
åndsverkloven eller avtaler om kopiering inngått
med Kopinor, interesseorgan for rettighetshavere til
åndsverk.
Unipub AS er et heleid datterselskap av Akademika AS,
som eies av Studentsamskipnaden i Oslo.
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SURMHFWRUJDQL]HUVLVSURYLGHG
This booklet has questions about you, and about your experiences and interests related to science in
school and outside school.
There are no correct or incorrect answers, only answers that are right for you.
Please think carefully and give answers that reflect your own thinking.
This questionnaire is being given to students in many different countries. That is why some questions
may seem strange to you. If there is a question you do not understand, just leave it blank. If you are in
doubt, you may ask the teacher, since this is not a test!
For most questions, you simply put a tick in the appropriate box.
The purpose of this questionnaire is to find out what students in different parts of the world think about
science at school as well as in their everyday life. This information may help us to make schools better.
Your answers are anonymous, so please, do not write your name on this questionnaire.
THANK YOU!
Your answers will be a big help.
START HERE:
I am a
Ƒ girl Ƒ boy
I am _____ years old
I live in __________________ (write the name of your country)
Contact and ©: Professor Svein Sjøberg, ILS, University of Oslo,
PO Box 1099 Blindern, 0317 Oslo, Norway
tel: +47 22 85 41 55, fax: +47 22 85 44 09, e-mail: [email protected]
A. What I want to learn about
How interested are you in learning about the following?
(Give your answer with a tick on each line. If you do not understand, leave the line blank.)
Not
interested
1.
Stars, planets and the universe ...................................................
2.
Chemicals, their properties and how they react ..........................
3.
The inside of the earth .................................................................
4.
How mountains, rivers and oceans develop and change ...........
5.
Clouds, rain and the weather ......................................................
6.
The origin and evolution of life on earth ......................................
7.
How the human body is built and functions .................................
8.
Heredity, and how genes influence how we develop ..................
9.
Sex and reproduction ..................................................................
10. Birth control and contraception ...................................................
11. How babies grow and mature .....................................................
12. Cloning of animals .......................................................................
13. Animals in other parts of the world ..............................................
14. Dinosaurs, how they lived and why they died out .......................
15. How plants grow and reproduce ..................................................
16. How people, animals, plants and the environment
depend on each other .................................................................
17. Atoms and molecules ..................................................................
18. How radioactivity affects the human body....................................
19. Light around us that we cannot see (infrared, ultraviolet) ............
20. How animals use colours to hide, attract or scare ......................
21. How different musical instruments produce different sounds ......
22. Black holes, supernovas and other spectacular
objects in outer space .................................................................
23. How meteors, comets or asteroids may cause disasters
on earth .......................................................................................
Very
interested
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interested
24. Earthquakes and volcanoes ........................................................
25. Tornados, hurricanes and cyclones ............................................
26. Epidemics and diseases causing large losses of life ..................
27. Brutal, dangerous and threatening animals ................................
28. Poisonous plants in my area .......................................................
29. Deadly poisons and what they do to the human body ................
30. How the atom bomb functions .....................................................
31. Explosive chemicals ....................................................................
32. Biological and chemical weapons and what they
do to the human body ..................................................................
33. The effect of strong electric shocks and lightning on
the human body ...........................................................................
34. How it feels to be weightless in space .........................................
35. How to find my way and navigate by the stars ............................
36. How the eye can see light and colours ........................................
37. What to eat to keep healthy and fit ..............................................
38. Eating disorders like anorexia or bulimia .....................................
39. The ability of lotions and creams to keep the skin young ............
40. How to exercise to keep the body fit and strong .........................
41. Plastic surgery and cosmetic surgery ..........................................
42. How radiation from solariums and the sun might
affect the skin ..............................................................................
43. How the ear can hear different sounds ........................................
44. Rockets, satellites and space travel ............................................
45. The use of satellites for communication and other purposes ......
46. How X-rays, ultrasound, etc. are used in medicine .....................
47. How petrol and diesel engines work ............................................
48. How a nuclear power plant functions ..........................................
Very
interested
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B. My future job
How important are the following issues for your potential future occupation or job?
(Give your answer with a tick on each line. If you do not understand, leave the line blank.)
Not
important
1.
Working with people rather than things .......................................
2.
Helping other people ...................................................................
3.
Working with animals ..................................................................
4.
Working in the area of environmental protection ........................
5.
Working with something easy and simple ...................................
6.
Building or repairing objects using my hands .............................
7.
Working with machines or tools ..................................................
8.
Working artistically and creatively in art ......................................
9.
Using my talents and abilities ......................................................
10. Making, designing or inventing something ..................................
11. Coming up with new ideas ..........................................................
12. Having lots of time for my friends ................................................
13. Making my own decisions ...........................................................
14. Working independently of other people .......................................
15. Working with something I find important and meaningful ...........
16. Working with something that fits my attitudes and values ..........
17. Having lots of time for my family .................................................
18. Working with something that involves a lot of travelling ..............
19. Working at a place where something new and exciting
happens frequently ......................................................................
20. Earning lots of money ..................................................................
21. Controlling other people ..............................................................
22. Becoming famous ........................................................................
23. Having lots of time for my interests, hobbies and activities ........
24. Becoming 'the boss' at my job .....................................................
25. Developing or improving my knowledge and abilities .................
26. Working as part of a team with many people around me ............
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C. What I want to learn about
How interested are you in learning about the following?
(Give your answer with a tick on each line. If you do not understand, leave the line blank.)
Not
interested
1.
How crude oil is converted to other materials, like
plastics and textiles .....................................................................
2.
Optical instruments and how they work
(telescope, camera, microscope, etc.) ........................................
3.
The use of lasers for technical purposes
(CD-players, bar-code readers, etc.) ...........................................
4.
How cassette tapes, CDs and DVDs store and play
sound and music .........................................................................
5.
How things like radios and televisions work ................................
6.
How mobile phones can send and receive messages ................
7.
How computers work ...................................................................
8.
The possibility of life outside earth ..............................................
9.
Astrology and horoscopes, and whether the planets
can influence human beings ........................................................
10. Unsolved mysteries in outer space .............................................
11. Life and death and the human soul .............................................
12. Alternative therapies (acupuncture, homeopathy, yoga,
healing, etc.) and how effective they are .....................................
13. Why we dream while we are sleeping, and what
the dreams may mean .................................................................
14. Ghosts and witches, and whether they may exist .......................
15. Thought transference, mind-reading, sixth sense, intuition, etc. .
16. Why the stars twinkle and the sky is blue ....................................
17. Why we can see the rainbow ......................................................
18. Properties of gems and crystals and how these are
used for beauty ............................................................................
Very
interested
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D. Me and the environmental challenges
To what extent do you agree with the following statements about problems with the environment
(pollution of air and water, overuse of resources, global changes of the climate etc.)? (Give your
answer with a tick on each line. If you do not understand, leave the line blank.)
Disagree
1.
Threats to the environment are not my business ........................
2.
Environmental problems make the future of the world look
bleak and hopeless .....................................................................
3.
Environmental problems are exaggerated ..................................
4.
Science and technology can solve all environmental problems...
5.
I am willing to have environmental problems solved even if
this means sacrificing many goods .............................................
6.
I can personally influence what happens with the environment ..
7.
We can still find solutions to our environmental problems ..........
8.
People worry too much about environmental problems ..............
9.
Environmental problems can be solved without
big changes in our way of living ..................................................
10. People should care more about protection of the environment ...
11. It is the responsibility of the rich countries to solve
the environmental problems of the world ....................................
12. I think each of us can make a significant contribution to
environmental protection ..............................................................
13. Environmental problems should be left to the experts ................
14. I am optimistic about the future ...................................................
15. Animals should have the same right to life as people .................
16. It is right to use animals in medical experiments if this
can save human lives ..................................................................
17. Nearly all human activity is damaging for the environment .........
18. The natural world is sacred and should be left in peace..............
Agree
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E. What I want to learn about
How interested are you in learning about the following?
(Give your answer with a tick on each line. If you do not understand, leave the line blank.)
Not
interested
1.
Symmetries and patterns in leaves and flowers ..........................
2.
How the sunset colours the sky ...................................................
3.
The ozone layer and how it may be affected by humans ............
4.
The greenhouse effect and how it may be changed by humans
5.
What can be done to ensure clean air and safe drinking water ..
6.
How technology helps us to handle waste,
garbage and sewage ...................................................................
7.
How to control epidemics and diseases ......................................
8.
Cancer, what we know and how we can treat it ..........................
9.
Sexually transmitted diseases and how to be
protected against them ................................................................
10. How to perform first-aid and use basic medical equipment .........
11. What we know about HIV/AIDS and how to control it .................
12. How alcohol and tobacco might affect the body ..........................
13. How different narcotics might affect the body .............................
14. The possible radiation dangers of mobile phones and computers
15. How loud sound and noise may damage my hearing .................
16. How to protect endangered species of animals ..........................
17. How to improve the harvest in gardens and farms ......................
18. Medicinal use of plants ................................................................
19. Organic and ecological farming without use of pesticides and
artificial fertilizers .........................................................................
20. How energy can be saved or used in a more effective way ........
21. New sources of energy from the sun, wind, tides, waves, etc. ...
22. How different sorts of food are produced, conserved and stored
23. How my body grows and matures ...............................................
Very
interested
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Not
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24. Animals in my area ......................................................................
25. Plants in my area .........................................................................
26. Detergents, soaps and how they work ........................................
27. Electricity, how it is produced and used in the home ..................
28. How to use and repair everyday electrical and
mechanical equipment ................................................................
29. The first landing on the moon and the history of
space exploration ........................................................................
30. How electricity has affected the development of our society ......
31. Biological and human aspects of abortion ..................................
32. How gene technology can prevent diseases ...............................
33. Benefits and possible hazards of modern methods of farming ...
34. Why religion and science sometimes are in conflict ...................
35. Risks and benefits of food additives ............................................
36. Why scientists sometimes disagree ............................................
37. Famous scientists and their lives ................................................
38. Big blunders and mistakes in research and inventions ...............
39. How scientific ideas sometimes challenge religion,
authority and tradition ..................................................................
40. Inventions and discoveries that have changed the world ...........
41. Very recent inventions and discoveries in science and technology
42. Phenomena that scientists still cannot explain ...........................
Very
interested
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F.
My science classes
To what extent do you agree with the following statements about the science that you may have
had at school?
(Give your answer with a tick on each line. If you do not understand, leave the line blank.)
Disagree
1.
School science is a difficult subject .............................................
2.
School science is interesting .......................................................
3.
School science is rather easy for me to learn .............................
4.
School science has opened my eyes to
new and exciting jobs ..................................................................
5.
I like school science better than most other subjects ..................
6.
I think everybody should learn science at school ........................
7.
The things that I learn in science at school will be helpful
in my everyday life .......................................................................
8.
I think that the science I learn at school will
improve my career chances ........................................................
9.
School science has made me more critical and sceptical............
10. School science has increased my curiosity about things
we cannot yet explain ...................................................................
11. School science has increased my appreciation of nature ............
12. School science has shown me the importance of
science for our way of living .........................................................
13. School science has taught me how to take better care
of my health ..................................................................................
14. I would like to become a scientist ................................................
15. I would like to have as much science as possible at school .......
16. I would like to get a job in technology...........................................
Agree
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G. My opinions about science and technology
To what extent do you agree with the following statements?
(Give your answer with a tick on each row. If you do not understand, leave the line blank.)
Disagree
1.
Science and technology are important for society ......................
2.
Science and technology will find cures to diseases such
as HIV/AIDS, cancer, etc. ............................................................
3.
Thanks to science and technology, there will be greater
opportunities for future generations ............................................
4.
Science and technology make our lives healthier, easier and
more comfortable ........................................................................
5.
New technologies will make work more interesting ....................
6.
The benefits of science are greater than the harmful
effects it could have .....................................................................
7.
Science and technology will help to eradicate poverty and
famine in the world ......................................................................
8.
Science and technology can solve nearly all problems ..............
9.
Science and technology are helping the poor .............................
10. Science and technology are the cause of the
environmental problems ..............................................................
11. A country needs science and technology to become developed
12. Science and technology benefit mainly
the developed countries ..............................................................
13. Scientists follow the scientific method that always leads them to
correct answers ...........................................................................
14. We should always trust what scientists have to say ...................
15. Scientists are neutral and objective ............................................
16. Scientific theories develop and change all the time ....................
Agree
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H. My out-of-school experiences
How often have you done this outside school?
(Give your answer with a tick on each line. If you do not understand, leave the line blank.)
I have ...
Never
1.
tried to find the star constellations in the sky ...............................
2.
read my horoscope (telling future from the stars) .......................
3.
read a map to find my way ..........................................................
4.
used a compass to find direction .................................................
5.
collected different stones or shells ..............................................
6.
watched (not on TV) an animal being born .................................
7.
cared for animals on a farm .........................................................
8.
visited a zoo .................................................................................
9.
visited a science centre or science museum ...............................
10. milked animals like cows, sheep or goats ...................................
11. made dairy products like yoghurt, butter, cheese or ghee ..........
12. read about nature or science in books or magazines ..................
13. watched nature programmes on TV or in a cinema ....................
14. collected edible berries, fruits, mushrooms or plants ..................
15. participated in hunting .................................................................
16. participated in fishing ...................................................................
17. planted seeds and watched them grow .......................................
18. made compost of grass, leaves or garbage ................................
19. made an instrument (like a flute or drum) from natural materials
20. knitted, weaved, etc .....................................................................
21. put up a tent or shelter .................................................................
22. made a fire from charcoal or wood ..............................................
23. prepared food over a campfire, open fire or stove burner............
24. sorted garbage for recycling or for appropriate disposal .............
25. cleaned and bandaged a wound .................................................
26. seen an X-ray of a part of my body .............................................
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Never
27. taken medicines to prevent or cure illness or infection ...............
28. taken herbal medicines or had alternative treatments
(acupuncture, homeopathy, yoga, healing, etc.) .........................
29. been to a hospital as a patient ....................................................
30. used binoculars ...........................................................................
31. used a camera .............................................................................
32. made a bow and arrow, slingshot, catapult or boomerang .........
33. used an air gun or rifle .................................................................
34. used a water pump or siphon ......................................................
35. made a model such as toy plane or boat etc ..............................
36. used a science kit (like for chemistry, optics or electricity) .........
37. used a windmill, watermill, waterwheel, etc ................................
38. recorded on video, DVD or tape recorder ...................................
39. changed or fixed electric bulbs or fuses ......................................
40. connected an electric lead to a plug etc. .....................................
41. used a stopwatch ........................................................................
42. measured the temperature with a thermometer ..........................
43. used a measuring ruler, tape or stick ..........................................
44. used a mobile phone ....................................................................
45. sent or received an SMS (text message on mobile phone) ........
46. searched the internet for information ..........................................
47. played computer games ..............................................................
48. used a dictionary, encyclopaedia, etc. on a computer ................
49. downloaded music from the internet ...........................................
50. sent or received e-mail ................................................................
51. used a word processor on the computer .....................................
52. opened a device (radio, watch, computer, telephone, etc.) to
find out how it works ....................................................................
Often
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53. baked bread, pastry, cake, etc ....................................................
54. cooked a meal .............................................................................
55. walked while balancing an object on my head ............................
56. used a wheelbarrow ....................................................................
57. used a crowbar (jemmy) ..............................................................
58. used a rope and pulley for lifting heavy things ............................
59. mended a bicycle tube .................................................................
60. used tools like a saw, screwdriver or hammer ............................
61. charged a car battery ...................................................................
I.
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Myself as a scientist
Assume that you are grown up and work as a scientist. You are free to do research that you find
important and interesting. Write some sentences about what you would like to do as a researcher and
why.
I would like to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................................................
..................................................................................
Because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................................................
..................................................................................
..................................................................................
..................................................................................
J.
How many books are there in your home?
There are usually about 40 books per metre of shelving. Do not include magazines.
(Please tick only one box.)
Ƒ
1-10 books ...................... Ƒ
11-50 books .................... Ƒ
51-100 books .................. Ƒ
101-250 books ................ Ƒ
251-500 books ................ Ƒ
More than 500 books ...... Ƒ
None ...............................
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ROSE Guidelines and practicalities
This part of the document describes details for ROSE participants on practical matters as well
as 'rights' and 'duties' related to the ROSE study. We need to ensure a minimum quality of the
data. If data files are to be part of the international analysis, certain requirements need to be
met. (Data not meeting requirement may still be used as 'stand-alone' in your national studies
and for (careful) comparisons with the international data.)
Translations of the ROSE questionnaire
The 'original' ROSE questionnaire is in English and is provided to participating researchers as
formatted rtf-document and/or as a word-file in A4 paper size.
For data collection, use the questionnaire in the language of instruction. When there is a
need for translation, please keep exactly to the given format (layout, page breaks etc), and
just replace the original English text with your own.
If the text in your language needs more space than the English original, you may need to
adjust the margins to avoid changes in page shifts.
The font in the questionnaire is Arial, and the squares for students' responses are also in
Arial. If your word processor does not support this font, you may find that the squares are
'translated' to other symbols. Try to avoid this!
If you need to translate the questionnaire to another language, you may contact the ROSE
organizers to avoid duplicate translations to the same language. Please aim at making the
meaning in your language identical to the English items.
National items and questions
We have tried to make an instrument that can be used in a large variety of cultures. (In fact, to
give an account of this variety is a key idea behind the project as such!) It may nevertheless be
desirable for some nations to include additional national items or even new questions. The need
for local adaptation has been balanced against the need to keep data collection and coding as
simple as possible. On the first page of the ROSE questionnaire, you may add some questions
(max 4) to allow you to ask for background data like region, school district, school type, etc.
At the end of the instrument you may also add your own national items, for instance to
give a more local flavour to some of the questions in the questionnaire (like experiences,
interests, future plans, etc.) At the end of the questionnaire you may also add more questions to
serve as about background variables (about home and family background, urban vs. rural, etc.)
Target population(s)
In principle, the ROSE target population is the cohort of all 15 year old students in the nation, or
more precise: the grade level where most 15-year old students are likely to go. This is, in many
countries, the last year students attend lower secondary school, and it often coincides with the
end of compulsory schooling. In many countries, this is the last year before streaming according
to educational choices or other forms of selection takes place. (These considerations are not
equally valid for all countries and educational systems.)
ROSE tries to shed light on the range and the variety of students' experiences, interests,
perceptions, etc. in issues related to S&T. The vast variation in types of countries and cultures
has implications for the definition of the target population:
Some countries are rather homogeneous and 'mono-cultural'. Here it makes sense to talk
about national averages, etc. Other participating countries have large variations due to
geography, differences in culture or ethnicity, level of economic development, etc. In such cases
it may not make sense to calculate national averages. (In fact, one may loose sight of the
educationally interesting variety by calculating national means!) In such countries, one may
consider to define the target population as a more homogeneous subgroup, for instance a 'state'
or a particular administrative or otherwise clearly identifiable unit. As a consequence, in such
countries one may prefer to define more than one target population, or one may define
identifiable strata in the national population.
Furthermore, the national researcher's economic and human resources differ between the
participating countries. Based on the local national circumstances, one may define an
accessible population that is smaller than the whole national student cohort, for example as a
cultural or geographic defined group as indicated above.
Whatever choice one makes, care should be taken to be explicit in the definition of the
target population. This is important in order to avoid later confusion or unwarranted conclusions
to be drawn. If there are questions about how to define a suitable population please discuss
them with the organizers.
Sampling
The sample should be drawn so that it represents the target population as defined above. For
practical reasons the sampling unit is likely to be the school class (and not the single individual).
This implies that whole classes are expected to take part in the study. Using whole classes
does, however, reduce the variability, and hence the 'effective sample size'. One should
therefore as a rule use only one school class from each school to avoid further reduction of the
effective sample size.
The sample should be drawn from the class level with the highest proportion of 15-year
old students. Within the defined target population, one should identify the existing schools,
preferably from available statistical school administration data. In some countries educational or
statistical authorities may assist in providing such lists as well as providing a representative
sample. From the list of schools, one should draw at random a specified number of schools for
participation. If school size varies considerably, one may use proportional sampling in order to
get a representative sample. This means that before drawing, the school should be given a
weight that is proportional to the number of students at the actual class level.
At each school, only one class should take part. Take care to make a representative
selection of type of school, if these exist (girls' and boys' schools, boarding schools, etc.) The
type of school may be one of your nationally defined background variables as indicated above.
One should aim at a minimum of 25 participating schools - preferable more. With 'normal'
class sizes of about 25, the 25 schools should give a minimum of 625 respondents. (If you
plan for 25 schools, be sure to sample a considerably higher number, since you are not likely to
get a 100 % response rate!)
If you want to compare sub-groups within your national population, you should go for
larger samples than indicated above to ensure that you contrast groups which are sufficiently
large.
Preparations take time!
Please be aware that the preparations for the actual data collection may be time-consuming!
Data collection should take at the earliest convenience. The international data analysis will start
in the beginning of 2003. We have, however, not yet decided on any definite time limit for data
collection. The data analysis for the first international report will start in August 2004. Partners
who cannot meet this deadline, are welcome to collect and analyze their own data and to take
part in later joint analysis.
In most countries you may need official permission to gain access to the schools and
students to collect data. In some places you may even need such permissions on a regional
level. And you certainly need to get permission at each school, possibly at the 'top' level, but
certainly at the classroom teacher level. Some countries even require permission from the
students' parents.
These practical and legal constraints vary from country to country, and the best way
forward must be determined by each researcher (or group). Do not underestimate the time that
this may require. In this planning process, many 'local' decisions are likely to be taken. Please
take care to describe these as clearly as possible when data are submitted.
If a letter of recommendations from the ROSE organizers will help you in getting the
necessary permission, we will provide this. It is a good idea to start preparing for data collection
at the earliest opportunity.
Administration of questionnaire
The ROSE study is not a test, and there are no correct answers that can be used for ranking by
some pre-determined measure of quality. Hence, there is no need to be extremely strict in the
guidelines for administration and data collection. The important thing is that we get reliable and
honest data, and that the students understand the questions. They should also be given enough
time to complete the questionnaire. Pilot testing in has indicated that one normal lesson (about
40 min) is sufficient time, but this may not be enough when there are problems with the
language, etc. Please ensure that the students get time to answer all questions. The
administrator may even explain questions where they are not fully understood. One may even
consider the possibility of completing the questionnaire as homework.
The questionnaire should be presented by the normal class teacher, but the researcher
may assist and supervise. After the completion and collection of the questionnaire, the
researcher or teacher may fill in the necessary school code or other information on the front
page for later identification. At a later stage (during data entry), all questionnaires from each
country should be given a unique identification number for easy retrieval in case of corrections,
etc. The open-ended question will be coded separately, so the identification number is essential
for merging the two data files.
Coding of data
Each participating researcher (or group) must follow precisely the common guidelines for data
entry. We will use SPSS (Statistical Programme for the Social Sciences) as the instrument for
analysis, but Excel may be used for data entry if SPSS is not available. Empty data files in
SPSS and Excel format will be provided. The corresponding code book with the necessary
information for data entry will also be made available.
The first page in the questionnaire contains a few background data about the respondent.
Additional information might be added by the researcher (or the teacher administrating the
questionnaire). Each national researcher has to decide what background information one needs
The ROSE instrument and data file has, as mentioned, set aside 4 extra variables for this
purpose to be included at the first page. These may be the name of school, type of school,
region, etc.
The coding will be made as easy as possible. Details will be apparent from the code book
and will also appear as 'legal' values in the empty data file that is provided. As a general rule,
the actual position of the respondents' tick will be the value to be entered (a tick in the first box
will be entered as '1', a tick in the second box will be coded as '2', etc. and no response will be
coded as '9') Each page shift in the questionnaire will be coded with the letter 'x', This will
ensure that a possible mistake (e.g. a shift in position) can be easily detected. Details will be
given in the code book.
The open question ("Myself as a scientist") at the end needs interpretation before coding,
and details will be provided. These data will for practical reasons be coded separately. It is
therefore important that each questionnaire is identified by the running number as indicated
above.
Cleaning of data
Since only the coded files (and not the questionnaires) are returned to the ROSE organizers, it
is essential that the data are properly cleaned to avoid mistakes, since these cannot be traced
and corrected by the organizers! In any case, we ask you to keep the original questionnaires to
be able to trace possible mistakes at a later stage.
There are many ways of cleaning data to ensure quality. If you use SPSS for data entry,
you may for instance run frequency tables for all variables to search for values outside the 'legal'
range. Some details and suggestions for data cleaning and proof-reading will be provided in the
code book.
Return of data files
When you return data, please provide as detailed information as possible about the definition of
population and the selection of the sample. Describe the underlying considerations, whether
these are of a practical nature or based on educational or other concerns. You may send us the
data file as an attachment to e-mail, or as a diskette. The format may be either SPSS
(preferably) or Excel.
"Rights and duties"
ROSE is intended to be a collaborative work, where all researchers contribute and benefit.
Participating researchers may conduct their own research on their national material, given the
following guidelines:
•
•
•
•
•
•
•
All national reporting should pay proper credit to the project with suitable references to
the ROSE project and its organizers.
International ROSE reporting by the organizers should also pay credit to the ROSE
project and the participating researchers who have contributed to the international data
file.
National reporting should take place only when the whole international data collection is
finalized. (Exceptions may be given to this, for instance when students collect data as
part of their teacher training or for essays or degree work.) Please contact the organizers
if you are in doubt.
When the first international ROSE reports have been published, ROSE participants will
have access to ROSE data files, and may use this for their own research in cooperation
with other ROSE participants. They can get in touch with them through information on
the ROSE web site. (Any reporting must of course give credit to the ROSE project and
explain the background)
Copies of all papers based on the ROSE data should be sent to the organizers when
published. The electronic version will be placed on the ROSE site.
The organizers will send all international ROSE reports and papers to all participants
when available.
A ROSE web site is established at http://www.ils.uio.no/forskning/rose/.
This site will be continually updated, and contains background information, overviews
over participating countries and researchers, articles and publications.
Additional qualitative data?
With a standardized questionnaire one may compare responses from large groups and from
widely different cultures. But data collected with questionnaires have obvious limitations. It is not
always easy to interpret what students have had in mind when they simply tick boxes in a predetermined questionnaire. This is the limitation of this type of research. We have left only one
question open for free response through writing (Question I: "Myself as a scientist"), and details
of coding will be described in later communications.
In order to give more nuance to the 'hard data' from the questionnaire, we
suggest that one should accompany the ROSE data collection with interviews with some of the
students. This may shed light on how they may think when they answer the questionnaire. This
sort of information may be of value when drawing conclusions and interpreting results.
Funding
The basic funding for ROSE is from the Research Council of Norway and The University of
Oslo. This, however, only covers a full-time researcher, related costs in Norway and very limited
international support..
Participating researchers are requested to seek local funding to support their own
participation. Researchers in OECD countries are expected to finance their own participation,
while developing countries and not so wealthy countries may need assistance. Some countries
may 'sponsor' the participation of other countries.
The ROSE team will assist in this process of seeking funds, for instance by writing letters
of support. One should also mention that when the Research Council of Norway decided to fund
the ROSE project, this decision was based on judgements given by international referees.
Participation in an international research project may enhance the possibility of securing
national funding.
By the end of 2002 we also received additional funding from the Norwegian Ministry of
Education to support other countries. Priority will be given to support participation of countries
with weak economies. If more resources become available, the intention is also to arrange
workshops and/or training seminars. We are rather optimistic about such possibilities.
Involving students?
Many of the researchers involved in ROSE are involved in teacher training and/or degree work
in science education at Master or PhD-level. It may be a good idea to use participation in ROSE
in connection with such work. Many countries ( for instance all the Nordic countries) have
already indicated that they will do so, at the PhD as well as the Master level. PhD students from
5 different countries have already decided to base their thesis on ROSE. Students may of
course be involved in different aspects of the study, in data collection, or through writing essays
or thesis work based on the results.
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ROSE Code Book
This document contains data entry file information for 'ROSE data.sav' in SPSS format and 'ROSE
data.xls' in Microsoft Excel format. If available, we prefer that you use SPSS, since this will be the
program to be used for the data analysis. If you have some experience with SPSS, the empty data file is
more or less self-explanatory, but the following information may clarify things a bit further.
The following is a list of the variables in the data entry file, and instructions on how to code each variable.
Please rename the data file to a name indicating the name of your country, e.g. 'ROSE Norway.sav'.
In the SPSS file, the variables have names with a maximum length of eight characters. Most variable
names are composed of the question number (capital letters) and the item number. Each variable has a
corresponding label with the questionnaire item text. The Excel file is the SPSS file converted to Excel
format. The format transformation caused some loss of information, e.g. the labels are not sustained in
the Excel file. If you have the SPSS software available, we recommend this programme for data entry.
For Excel users, we have included an Appendix in this document with complete list of all variables and
the corresponding labels. (Notice that one Excel page does not have enough columns available for the
whole ROSE questionnaire, therefore variables for question H and J are on page 2 in the spreadsheet.)
Beneath the heading 'Value' in this document, you find the legal values of the variable.
As a general rule, the position of the respondents' tick in one of the four response categories, is
the value to be entered: a tick in the first box shall be coded as '1', a tick in the second box shall
be coded as '2', etc.
The Likert scales in the ROSE questionnaire have headings only for the extreme categories, while the
two middle categories are untitled. In this document, the middle left and the middle right response
categories are labelled 'lo [leftmost]' and 'lo [rightmost]' respectively.
When the respondent has given no response or multiple responses to one item, it counts as missing, and
shall be coded as '9'. You shall also make use of the missing code '9' in cases when it is obvious that
the respondent has not answered the question seriously, e.g. when the ticks on one page or in one
question are all positioned in the rightmost boxes.
For simplicity, the open question (I. Myself as a scientist) is excluded from this data entry file. Coding the
variables in the file at hand is a rather straightforward punching job, while coding of the open question
request consideration of substance. Consequently, the two coding tasks are separated, and the open
question will be coded at a later stage. We are currently working on the categories for the open question
responses, and a separate code book will be provided in January 2003 (the unique identification number
for each questionnaire is crucial for later merging of the two data files!).
Oslo 16. December 2002
Camilla Schreiner
Svein Sjøberg
File information for 'ROSE data.sav'
Variable
name
Q_ID
questionnaire identification number
Measurement Level: Ordinal
Value: give each questionnaire a unique identification number and
write the number at the first page of the questionnaire and enter
it in this variable (for easy retrieval in case of corrections,
merging data files, etc.)
girl or boy
Measurement Level: Ordinal
Missing Value: 9
SEX
Value
1
2
Label
girl
boy
years old
Measurement Level: Scale
Missing Value: 9
AGE
Value: the age of the student
COUNTRY
survey country, the country in which the survey has taken place
Measurement Level: Nominal
Value: the name of the country
VAR1-VAR4 national, if applicable (like region, stratum, name of school,
mother tongue, etc.)
X_NXT_PG
X1-X11
page brake, finished items on front cover
page brake, finished items on page [#]
Each page shift in the questionnaire should be coded with the
letter 'x', since this will ensure that a possible mistake (e.g. a
shift in position) can be easily detected.
Value: x
A01-A48
question A. What I want to learn about
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
B01-B26
question B. My future job
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
Label
not interested
lo not interested
lo very interested
very interested
Label
not important
lo not important
lo very important
very important
C01-C18
question C. What I want to learn about
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
D01-D18
question D. Me and the environmental challenges
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
E01-E42
Label
disagree
lo disagree
lo agree
agree
question H. My out-of-school experiences
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
J
Label
disagree
lo disagree
lo agree
agree
question G. My opinions about science and technology
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
H01-H61
Label
not interested
lo not interested
lo very interested
very interested
question F. My science classes
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
G01-G16
Label
disagree
lo disagree
lo agree
agree
question E. What I want to learn about
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
F01-F16
Label
not interested
lo not interested
lo very interested
very interested
Label
never
lo never
lo often
often
question J. How many books are there in your home?
Measurement Level: Ordinal
Missing Value: 9
Value
1
2
3
4
5
6
7
Label
none
1-10 books
11-50 books
51-100 books
101-250 books
251-500 books
More than 500 books
Appendix: Complete list of variables and labels
In this variable list, the variables are arranged in the same order as in
the data entry file. The list is primarily intended for users of Excel.
Please note that the labels are truncated at the end of the line (while
they are complete in SPSS file)
Var.
no.
Var.
name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
Q_ID
SEX
AGE
COUNTRY
VAR1
VAR2
VAR3
VAR4
X_NXT_PG
A01
A02
A03
A04
A05
A06
A07
A08
A09
A10
A11
A12
A13
A14
A15
A16
A17
A18
A19
A20
A21
A22
A23
X1
A24
A25
A26
A27
A28
A29
A30
A31
A32
A33
A34
A35
Label
questionnaire identification number
girl or boy
years old
survey country
national, if applicable
national, if applicable
national, if applicable
national, if applicable
page brake, finished items on front cover
A1. Stars, planets and the universe
A2. Chemicals, their properties and how they react
A3. The inside of the earth
A4. How mountains, rivers and oceans develop and change
A5. Clouds, rain and the weather
A6. The origin and evolution of life on earth
A7. How the human body is built and functions
A8. Heredity, and how genes influence how we develop
A9. Sex and reproduction
A10. Birth control and contraception
A11. How babies grow and mature
A12. Cloning of animals
A13. Animals in other parts of the world
A14. Dinosaurs, how they lived and why they died out
A15. How plants grow and reproduce
A16. How people, animals, plants and the environment depend
A17. Atoms and molecules
A18. How radioactivity affects the human body
A19. Light around us that we cannot see (infrared, ultraviol
A20. How animals use colours to hide, attract or scare
A21. How different musical instruments produce different sou
A22. Black holes, supernovas and other spectacular objects i
A23. How meteors, comets or asteroids may cause disasters on
page brake, finished items on page 1
A24. Earthquakes and volcanoes
A25. Tornados, hurricanes and cyclones
A26. Epidemics and diseases causing large losses of life
A27. Brutal, dangerous and threatening animals
A28. Poisonous plants in my area
A29. Deadly poisons and what they do to the human body
A30. How the atom bomb functions
A31. Explosive chemicals
A32. Biological and chemical weapons and what they do to the
A33. The effect of strong electric shocks and lightning on t
A34. How it feels to be weightless in space
A35. How to find my way and navigate by the stars
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98.
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
A36
A37
A38
A39
A40
A41
A42
A43
A44
A45
A46
A47
A48
X2
B01
B02
B03
B04
B05
B06
B07
B08
B09
B10
B11
B12
B13
B14
B15
B16
B17
B18
B19
B20
B21
B22
B23
B24
B25
B26
X3
C01
C02
C03
C04
C05
C06
C07
C08
C09
C10
C11
C12
C13
C14
C15
C16
C17
C18
X4
D01
D02
D03
D04
A36. How the eye can see light and colours
A37. What to eat to keep healthy and fit
A38. Eating disorders like anorexia or bulimia
A39. The ability of lotions and creams to keep the skin youn
A40. How to exercise to keep the body fit and strong
A41. Plastic surgery and cosmetic surgery
A42. How radiation from solariums and the sun might affect t
A43. How the ear can hear different sounds
A44. Rockets, satellites and space travel
A45. The use of satellites for communication and other purpo
A46. How X-rays, ultrasound, etc. are used in medicine
A47. How petrol and diesel engines work
A48. How a nuclear power plant functions
page brake, finished items on page 2
B1. Working with people rather than things
B2. Helping other people
B3. Working with animals
B4. Working in the area of environmental protection
B5. Working with something easy and simple
B6. Building or repairing objects using my hands
B7. Working with machines or tools
B8. Working artistically and creatively in art
B9. Using my talents and abilities
B10. Making, designing or inventing something
B11. Coming up with new ideas
B12. Having lots of time for my friends
B13. Making my own decisions
B14. Working independently of other people
B15. Working with something I find important and meaningful
B16. Working with something that fits my attitudes and value
B17. Having lots of time for my family
B18. Working with something that involves a lot of travellin
B19. Working at a place where something new and exciting hap
B20. Earning lots of money
B21. Controlling other people
B22. Becoming famous
B23. Having lots of time for my interests, hobbies and activ
B24. Becoming 'the boss' at my job
B25. Developing or improving my knowledge and abilities
B26. Working as part of a team with many people around me
page brake, finished items on page 3
C1. How crude oil is converted to other materials, like plas
C2. Optical instruments and how they work (telescope, camera
C3. The use of lasers for technical purposes (CD-players, ba
C4. How cassette tapes, CDs and DVDs store and play sound an
C5. How things like radios and televisions work
C6. How mobile phones can send and receive messages
C7. How computers work
C8. The possibility of life outside earth
C9. Astrology and horoscopes, and whether the planets can in
C10. Unsolved mysteries in outer space
C11. Life and death and the human soul
C12. Alternative therapies (acupuncture, homeopathy, yoga, h
C13. Why we dream while we are sleeping, and what the dreams
C14. Ghosts and witches, and whether they may exist
C15. Thought transference, mind-reading, sixth sense, intuit
C16. Why the stars twinkle and the sky is blue
C17. Why we can see the rainbow
C18. Properties of gems and crystals and how these are used
page brake, finished items on page 4
D1. Threats to the environment are not my business
D2. Environmental problems make the future of the world look
D3. Environmental problems are exaggerated
D4. Science and technology can solve all environmental probl
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D5. I am willing to have environmental problems solved even
D6. I can personally influence what happens with the environ
D7. We can still find solutions to our environmental problem
D8. People worry too much about environmental problems
D9. Environmental problems can be solved without big changes
D10. People should care more about protection of the environ
D11. It is the responsibility of the rich countries to solve
D12. I think each of us can make a significant contribution
D13. Environmental problems should be left to the experts
D14. I am optimistic about the future
D15. Animals should have the same right to life as people
D16. It is right to use animals in medical experiments if th
D17. Nearly all human activity is damaging for the environme
D18. The natural world is sacred and should be left in peace
page brake, finished items on page 5
E1. Symmetries and patterns in leaves and flowers
E2. How the sunset colours the sky
E3. The ozone layer and how it may be affected by humans
E4. The greenhouse effect and how it may be changed by human
E5. What can be done to ensure clean air and safe drinking w
E6. How technology helps us to handle waste, garbage and sew
E7. How to control epidemics and diseases
E8. Cancer, what we know and how we can treat it
E9. Sexually transmitted diseases and how to be protected ag
E10. How to perform first-aid and use basic medical equipmen
E11. What we know about HIV/AIDS and how to control it
E12. How alcohol and tobacco might affect the body
E13. How different narcotics might affect the body
E14. The possible radiation dangers of mobile phones and com
E15. How loud sound and noise may damage my hearing
E16. How to protect endangered species of animals
E17. How to improve the harvest in gardens and farms
E18. Medicinal use of plants
E19. Organic and ecological farming without use of pesticide
E20. How energy can be saved or used in a more effective way
E21. New sources of energy from the sun, wind, tides, waves,
E22. How different sorts of food are produced, conserved and
E23. How my body grows and matures
page brake, finished items on page 6
E24. Animals in my area
E25. Plants in my area
E26. Detergents, soaps and how they work
E27. Electricity, how it is produced and used in the home
E28. How to use and repair everyday electrical and mechanica
E29. The first landing on the moon and the history of space
E30. How electricity has affected the development of our soc
E31. Biological and human aspects of abortion
E32. How gene technology can prevent diseases
E33. Benefits and possible hazards of modern methods of farm
E34. Why religion and science sometimes are in conflict
E35. Risks and benefits of food additives
E36. Why scientists sometimes disagree
E37. Famous scientists and their lives
E38. Big blunders and mistakes in research and inventions
E39. How scientific ideas sometimes challenge religion, auth
E40. Inventions and discoveries that have changed the world
E41. Very recent inventions and discoveries in science and t
E42. Phenomena that scientists still cannot explain
page brake, finished items on page 7
F1. School science is a difficult subject
F2. School science is interesting
F3. School science is rather easy for me to learn
F4. School science has opened my eyes to new and exciting jo
F5. I like school science better than most other subjects
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F6. I think everybody should learn science at school
F7. The things that I learn in science at school will be hel
F8. I think that the science I learn at school will improve
F9. School science has made me more critical and sceptical
F10. School science has increased my curiosity about things
F11. School science has increased my appreciation of nature
F12. School science has shown me the importance of science f
F13. School science has taught me how to take better care of
F14. I would like to become a scientist
F15. I would like to have as much science as possible at sch
F16. I would like to get a job in technology
page brake, finished items on page 8
G1. Science and technology are important for society
G2. Science and technology will find cures to diseases such
G3. Thanks to science and technology, there will be greater
G4. Science and technology make our lives healthier, easier
G5. New technologies will make work more interesting
G6. The benefits of science are greater than the harmful eff
G7. Science and technology will help to eradicate poverty an
G8. Science and technology can solve nearly all problems
G9. Science and technology are helping the poor
G10. Science and technology are the cause of the environment
G11. A country needs science and technology to become develo
G12. Science and technology benefit mainly the developed cou
G13. Scientists follow the scientific method that always lea
G14. We should always trust what scientists have to say
G15. Scientists are neutral and objective
G16. Scientific theories develop and change all the time
page brake, finished items on page 9
H1. tried to find the star constellations in the sky
H2. read my horoscope (telling future from the stars)
H3. read a map to find my way
H4. used a compass to find direction
H5. collected different stones or shells
H6. watched (not on TV) an animal being born
H7. cared for animals on a farm
H8. visited a zoo
H9. visited a science centre or science museum
H10. milked animals like cows, sheep or goats
H11. made dairy products like yoghurt, butter, cheese or ghe
H12. read about nature or science in books or magazines
H13. watched nature programmes on TV or in a cinema
H14. collected edible berries, fruits, mushrooms or plants
H15. participated in hunting
H16. participated in fishing
H17. planted seeds and watched them grow
H18. made compost of grass, leaves or garbage
H19. made an instrument (like a flute or drum) from natural
H20. knitted, weaved, etc
H21. put up a tent or shelter
H22. made a fire from charcoal or wood
H23. prepared food over a campfire, open fire or stove burne
H24. sorted garbage for recycling or for appropriate disposa
H25. cleaned and bandaged a wound
H26. seen an X-ray of a part of my body
page brake, finished items on page 10
H27. taken medicines to prevent or cure illness or infection
H28. taken herbal medicines or had alternative treatments (a
H29. been to a hospital as a patient
H30. used binoculars
H31. used a camera
H32. made a bow and arrow, slingshot, catapult or boomerang
H33. used an air gun or rifle
H34. used a water pump or siphon
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H35. made a model such as toy plane or boat etc
H36. used a science kit (like for chemistry, optics or elect
H37. used a windmill, watermill, waterwheel, etc
H38. recorded on video, DVD or tape recorder
H39. changed or fixed electric bulbs or fuses
H40. connected an electric lead to a plug, etc.
H41. used a stopwatch
H42. measured the temperature with a thermometer
H43. used a measuring ruler, tape or stick
H44. used a mobile phone
H45. sent or received an SMS (text message on mobile phone)
H46. searched the internet for information
H47. played computer games
H48. used a dictionary, encyclopaedia, etc. on a computer
H49. downloaded music from the internet
H50. sent or received e-mail
H51. used a word processor on the computer
H52. opened a device (radio, watch, computer, telephone, etc
page brake, finished items on page 11
H53. baked bread, pastry, cake, etc
H54. cooked a meal
H55. walked while balancing an object on my head
H56. used a wheelbarrow
H57. used a crowbar (jemmy)
H58. used a rope and pulley for lifting heavy things
H59. mended a bicycle tube
H60. used tools like a saw, screwdriver or hammer
H61. charged a car battery
J. How many books are there in your home?
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Earth, weather, climate
Chemistry; atoms, reactions, etc.
Physics; electricity, heat, etc.
Space; stars and planets, black holes, space travel, etc.
Psychology, human behaviour
Invent things
Do experiments, work on laboratory
Paranormal, philosophical, mysterious, wonder, etc.
Social and economic sciences
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comments
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human, body
deceases, medicine, cure
microbiology, gene technology
animals, plants, nature
other
computers, electronic, new tech, etc.
motors, buildings, roads, car, transport, etc
weapon
other or in general
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Related to the profession I want
Important in general or for society/humanity
Help (people, animals, etc.)
Get rich, popular, famous
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Acta Didactica
Institutt for lærerutdanning og skoleutvikling
Det utdanningsvitenskapelige fakultet
Universitetet i Oslo
Postboks 1099 Blindern
0317 OSLO
Dept. of Teacher Education and School Development
Faculty of Education
University of Oslo
P.O.Box 1099 Blindern
0317 Oslo
Norway
www.ils.uio.no
ISSN 1502-2013
ISBN 82-90904-79-7
4/2004