ABSTRACT
Two relatively recent studies spotlight the importance of making science more interesting and appealing to children. The fi rst is the Relevance of Science Education (ROSE) study, an international survey of students, aged 15, from over three dozen countries (Sjøberg and Schreiner, 2006). This study, which is ongoing, notes that students from industrialized nations are less interested in school science and markedly less interested in science careers than their counterparts from developing nations. The second study is a retrospective data analysis, conducted in the US, that found that, independent of grades, standardized test scores, or family background, 8th grade students who indicated an interest in future science careers were much more likely to go on to major in science in college than were students who had indicated other types of career interests (Tai et al., 2008). These two studies together make a strong case for the need to make science education more appealing and engaging to children, especially in the K-8 years. In light of the growing importance of science and science-related fi elds in almost all economic sectors, providing engaging science education for all children, even in the most under-resourced schools, becomes a critical issue of access, equity, and social justice.
