Journals Proceedings

Abstract

From psychological perspective, identity relates to self-image and individuality. For science, this concern, among others, characteristics like showing particular skilled ways of performing scientific activities and holding beliefs that are associated with science. The aim of this study is to demonstrate relationships and comparison between students’ interest in science and attitude towards science, inquiry learning, and aspirations to engage in science careers with age and gender. Using a correlational and causal comparative design, a set of Science Interest Instrument by Dillon et al. (2008) was adapted and translated to Malay Language and administered to a total of 1025, 11-year-old and 12-year-old and a total of 938, 13-year old and 14-year old students. The data were analyzed descriptively in terms of percentage, and inferentially using t-Test, Chi-Square Test, and Pearson Correlation. The results indicated that there was a large positive correlation between interest in and attitude towards science, and inquiry learning, a strong relationship between high interest in and attitude towards science, and aspiration to become scientists or taking up science jobs. Also, there was a significant difference between students’ inquiry learning and choice of job. It was found that there was no difference in interests and attitudes towards science between gender, but there was a significant difference between age. The implication from this study is that by addressing identity issues and allowing students to adopt science identity as their self images, science education could become more relevant for students’ personal lives, development, and their way of lives.