Education Policy and Behavioral Change in Science Learning—An Empirical Analysis Based on Japanese Data

Abstract

The study of science subjects in school education is important for the advancement of science and technology. However, it is true that many students avoid science and mathematics. The significance of examining strategies for raising interest in science subjects and elevating learning benefits is considerable. We asked researchers and engineers who are applying science skills in work about their experience of education in science subjects, and their study of science subjects from elementary school through university. We then examined how their experience and study related to later capabilities as researchers and engineers. Based on data obtained, we analyzed the influence of education policy on science study behavior, as a factor in raising interest in science subjects and willingness to study science. Our results confirmed the importance that “associating science learning with daily life” has in exerting a positive influence on science learning behavior and on raising specialized skills. This is additional to the generally accepted concept of stimulating interest in science through class content at an early stage, in the early years of elementary school education. Meanwhile, a decline in the ratio of students who like science, an increase in students’ perceptions that they are weak in science, a decline in the sense of strength in science, and an ongoing distancing from science have been highlighted as consequences of the “Relaxed Education” policy.