• Juris Porozovs University of Latvia
  • Aija Dudkina University of Latvia



science subjects, students, interests, choice of profession, pedagogical specialities


One of the most important factors influencing the welfare of the society is the development of science and technology, which in turn depends on scientists and students' science literacy. The aim of the study was to investigate the interest of high school and university students in science subjects, their views on factors that raise interest in subjects and play a determining role in the choice of profession. The questionnaire of Riga secondary school and university students about their interest in science subjects in connection to the choice of their profession was carried out.  The results of the survey showed that the majority of university students are interested, or they have moderate interest about science subjects. Doctors’ assistant speciality students are more interested in science subjects in comparison with pedagogical specialities students. High school students’ interest in science subjects differs to a greater extent in comparison with university students. High school students consider the opportunity to make a career and earn good money as the most important factor in choosing a profession, pedagogical specialties students - a willingness to work in the chosen profession and an opportunity to find a job in the chosen profession, but doctors’ assistant speciality students - an opportunity to work for the community and to help people.

Author Biographies

  • Juris Porozovs, University of Latvia
    Faculty of Education, Psychology and Arts
  • Aija Dudkina, University of Latvia
    Faculty of Education, Psychology and Arts


Anderhag, P., Hamza, K.M. & Wickman, P.O. (2015). What Can a Teacher Do to Support Students' Interest in Science? A Study of the Constitution of Taste in a Science Classroom. Research in Science Education, 45(5), 749-784.

Bottia, M.C., Stearns, E., Mickelson R.A. & Moller, S. (2018). Boosting the numbers of STEM majors? The role of high schools with a STEM program. Science Education, 102, 85–107.

Cedere, D., Gedrovics, J., Bilek, M. & Mozeika, D. (2014). Changes of 15 years old students’ interest in science in Latvia: 2003-2013. In M. Bilek (Ed.), Science and technology education for the 21st century, 103-112. Hradec Králové: Gaudeamus.

Cēdere, D, Jurgena, I, Helmane, I, Tiltiņa-Kapele, I. & Praulīte, G. (2015). Cognitive Interest: Problems and Solutions in the Acquisition of Science and Mathematics in Schools of Latvia. Journal of Baltic Science Education, 14(4), 424-434. Retrieved from

Cēdere, D., Jurgena, I. & Praulīte, G. (2016). Possibilities of Promoting Students’ Cognitive Interest in Science Subjects. Engineering for Rural Development - International Scientific Conference, 511-516.

Cēdere, D, Jurgena, I. & Targamadze, V. (2018). Interest of Latvian and Lithuanian Students in Science and Mathematics. Journal of Baltic Science Education, 17(1), 31-42. Retrieved from

Čipková, E., Karolčík, Š., Dudová, N. & Nagyová, S. (2018). What is the students’ interest in biology after the biology curriculum modification? Curriculum Journal, 29(3), 370-386. DOI: 10.1080/09585176.2017.1406811

Kang, J. & Keinonen, T. (2018). The Effect of Student-Centered Approaches on Students' Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Inquiry-Based, and Discussion-Based Approaches. Research in Science Education, 48(4), 865-885.

Krapp, A. & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.

Lamanauskas, V. (2012). Development of scientific research activity as the basic component of science education. Journal of Baltic Science Education, 11(3), 200-202.

Maltese, A. & Tai, R.H. (2011). Pipeline Persistence: Examining the Association of Educational Experiences With Earned Degrees in STEM Among US Students. Article in Science Education, 95(5), 877 – 907. DOI: 10.1002/sce.20441

Michael, J.B., Ling, L., Kuay-Keng, Y. & Huann-shyang, L. (2017). A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students' Interest in and Understanding of Science-Related Content. Research in Science Education, 47(5), 965-988.

Porozovs, J., Liepniece, L. & Voita, D. (2015). Evaluation of the Teaching Methods Used in Secondary School Biology Lessons. Signum Temporis, 7(1), 60-66.

Potvin, P. & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, Vol. 50, Issue 1, 85-129.

Salonen, A., Kärkkäinen, S. & Keinonen, T. (2018). Career-Related Instruction Promoting Students' Career Awareness and Interest towards Science Learning. Chemistry Education Research and Practice, 19(2), 474-483.

Vartuli, C.A. (2016). Increasing High School Student Interest in Science: An Action Research Study. ProQuest Number 10270550, Dissertation, University of Bridgeport.