摘要：This study investigated the Finnish upper secondary school students’ opinions on the rationale of chemistry education and their reasons for choosing or not choosing advanced courses in chemistry. In first phase of the research 49 pre-service chemistry teacher students answered open questions about their opinions about the rationale of chemistry education as well as reasons for choosing advanced courses in chemistry in upper secondary school. The same students then interviewed 44 upper secondary students about their opinions on the topic. The survey used for the second phase of the study was based on the content analysis of the answers of chemistry teacher students and the transcriptions of the interviews of upper secondary school students. Four categories of rationales were found in the first phase of the study: (i) everyday life and health, (ii) environmental issues, (iii) general knowledge, and (iv) further studies and working life. Based on the data from the survey (N = 137), further studies and working life related reasons for teaching chemistry were considered most important. The reasons for choosing advanced courses in chemistry were divided in four categories: (i) interest, (ii) self-efficacy, (iii) utility value for university admission, further studies and working life, (iv) influence of parents, peers and teacher. Results indicate that interest in chemistry and utility value for university admission and further studies were the most important reasons for choosing advanced courses in chemistry. Boys and students with good grades in chemistry emphasized self-efficacy significantly more than the others. Girls emphasized utility value for university admission and further studies more than the boys. Influence of parents, peers and teacher was in average considered the least important category of reasons. The main reasons for not choosing advanced courses in chemistry were being more interested in other subjects and not needing chemistry for university admissions. To improve the number of people choosing advanced courses in chemistry, there is a need to improve interest in chemistry – especially as part of general knowledge of every citizen.
其他摘要：This study investigated the Finnish upper secondary school students’ opinions on the rationale of chemistry education and their reasons for choosing or not choosing advanced courses in chemistry. In first phase of the research 49 pre-service chemistry teacher students answered open questions about their opinions about the rationale of chemistry education as well as reasons for choosing advanced courses in chemistry in upper secondary school. The same students then interviewed 44 upper secondary students about their opinions on the topic. The survey used for the second phase of the study was based on the content analysis of the answers of chemistry teacher students and the transcriptions of the interviews of upper secondary school students. Four categories of rationales were found in the first phase of the study: (i) everyday life and health, (ii) environmental issues, (iii) general knowledge, and (iv) further studies and working life. Based on the data from the survey (N = 137), further studies and working life related reasons for teaching chemistry were considered most important. The reasons for choosing advanced courses in chemistry were divided in four categories: (i) interest, (ii) self-efficacy, (iii) utility value for university admission, further studies and working life, (iv) influence of parents, peers and teacher. Results indicate that interest in chemistry and utility value for university admission and further studies were the most important reasons for choosing advanced courses in chemistry. Boys and students with good grades in chemistry emphasized self-efficacy significantly more than the others. Girls emphasized utility value for university admission and further studies more than the boys. Influence of parents, peers and teacher was in average considered the least important category of reasons. The main reasons for not choosing advanced courses in chemistry were being more interested in other subjects and not needing chemistry for university admissions. To improve the number of people choosing advanced courses in chemistry, there is a need to improve interest in chemistry – especially as part of general knowledge of every citizen.
