Mid Sweden University

This paper report the work with initiating a new and revised Relevance of Science Education (ROSE) study. Previous work was coordinated from Norway and the new study is led from Sweden. ROSE is concerned mainly with affective domains within science education, i.e. interest, attitudes, perceptions, values and experience. There is still insufficient empirical basis on some matters and societal development cause changes in such dimensions which calls for update. The work will be carried out in the coming years and several countries have already declared an interest to be international partners, which also show that challenges concerned with relevance and meaning are important matters in many countries. Some earlier Nordic studies are presented and their results are used to indicate where important continuations are apparent. Gender, age, progression, transition, recruitment, teacher perspectives and relations between interest and experience stand out. Theoretical perspectives to frame and discuss results like modernity, youth culture and media theory were also used successfully in earlier studies. Based on long and rich experience with carrying out international big data will generate new comparable data that can show whether there are changes in young peoples' approaches towards science and technology and create knowledge building concerned with what challenges societal development imply for the teaching and learning of science in school.