Teaching and Learning Science as a Tool for Human Sustenance: The Non-Science Community’s Expectations for School Science

Abstract

The world, through the UN and its agencies, is looking for ways to sustain the environment that we live in via the SDGs. The importance of school science in achieving the SDGs cannot be overstressed. The literature abounds on the need for school science to relate to the interests and expectations of students and the importance of teachers and scientists of school science in finding solutions to sustaining our world. However, little is known about the interests and expectations of other members of our society. Consequently, we studied the expectations of members of the non-science community whose children are learning science in schools and colleges. Using a phenomenological approach, we employed interview schedules to study 15 participants, comprising 5 women and 10 men, on what they thought about science and scientists and their expectations regarding learning science in school in the 21st century, saddled with global pandemics, global warming, flooding, and other natural disasters. The thinking and expectations of the participants were analysed using a thematic analysis with constant comparison procedures to arrive at five views and expectations of school science by the non-science community. Although the participants were grateful to the science community for rising to the challenge of COVID-19, they expected school science teachers to use innovative approaches to prepare their students for future challenges, as the world lost many human lives to the COVID-19 pandemic. These findings will inform science curriculum planners about the content and pedagogies to recommend for schools and colleges.

1. Introduction

The role of science in sustaining our world today is crucial, and the world is looking to science to achieve this. Over the past several centuries, the relevance of science to human existence has soared higher and higher [1]. Liebenberg [2] asserted that, from the hunting and gathering days of humans over one hundred thousand years ago, science has remained an integral part of humankind. From Latin etymology, scientia, which implies knowledge [3], is conceptualised as involving the gathering and recording of knowledge in order to find answers to the questions and challenges that life poses every day [3]. Aside from this, the nature of science as a continuous process of investigation and experimentation allows for it to broaden the horizons of people’s knowledge by widening their understanding of the natural world [3]. Consequently, with the advent of science in its practicable form (technology), humankind has come to see its meritorious impact. For instance, advances in medicine have led to new treatments for diseases once thought to be incurable [4]. Technological innovations, such as smartphones and social media, have transformed communication and connectivity, and ongoing research into climate change is helping us understand the complex interplay between human activity and our environment [5].

As a result of all of these, humans have moved from using horses and chariots as a means of transport over long distances to using cars and aeroplanes, among others. Humans who used to call for meetings by using “gongon” during the Stone Age have, with science, come to use Short Message Service (SMS), WhatsApp, and teleconference platforms, such as Zoom and Google Meet, via their mobile devices, or have come to send information using radios and televisions for the same purpose. From information technology to solving problems relating to energy production, food supply, health, climate change, and biodiversity protection, humanity is growing increasingly reliant on science and technology for survival [2].

According to the National Science Foundation [6], science has been instrumental in solving societal problems by providing evidence-based solutions to complex issues. Science is needed to help significantly improve food security [7,8,9] by protecting the environment, enhancing human health, and advancing technology [10,11]. Researchers have applied scientific principles and methods to identify the root causes of some of these complex problems and to design interventions to address them. The contributions of science have transformed modern society through technological advancements, such as the Internet, which has revolutionised communication, education, and commerce. To address both the remaining and new challenges, a continued investment in science and research is crucial [6].

Today, the world expects science to rise to the occasion to solve emergent crises that befall humanity [7]. For instance, the COVID-19 pandemic prompted both the non-science and science communities to anticipate science’s ability to provide tools and knowledge, such as diagnostics, vaccines, and therapeutics; understand viral infectivity; and explore epidemiological issues, monitoring, and behavioural insights to facilitate effective responses to and management of the crisis [12]. According to the United Nations [13], the COVID-19 pandemic has highlighted the importance of science and technology for the well-being of the world’s population, and breakthroughs in these fields are required, not just to recover more quickly from a crisis but also to solve other global concerns such as poverty, inequality, and climate change [10,13].

Beddington et al. [7] asserted that the scientific community is critical for tackling the global challenge of transitioning the world into a safe operational area in which agriculture can meet global food needs while lowering greenhouse gas emissions. In recent times, major stakeholders have predicted that the world is not moving towards attaining Sustainable Development Goal 2.1 and that if measures are not put in place, the number of people affected by hunger will surpass 840 million by 2030 [14]. It was also further predicted that, by 2050, the world’s population will have risen to an estimated 9.7 billion people, which will require about 70% more food for human consumption than is consumed today [15]. We envisage that, by 2050, our children who are pursuing science today will have formed the next generation of scientists who need to rise to the occasion to solve these global challenges.

Consequently, we asked what the public non-science community expects from scientists and students pursuing science and science-related courses. Gauging such expectations from the non-science community is related to how science will thrive and possibly rise to solve global crises. For instance, the Organisation for Economic Cooperation and Development [12] noted that the effectiveness of a scientific response to a crisis depends on the relationships between science and the members of other sectors, including politicians, policymakers, businesses, and the public. Public trust in scientific institutions increased during the pandemic, but it is fragile and needs nurturing. Scientists must actively and responsibly present scientific evidence to the public and involve citizens in cross-disciplinary projects, which require training, support, and new incentives [12].

Previous studies have shown that students show an appreciation for science as an approach to generating knowledge and as one that is particularly necessary in the face of an emerging crisis [16]. In this regard, many other studies have suggested how this interest in studying science could be sustained [17,18,19], by learning from studies that have shown the factors that lead to low levels of interest in school science [20,21].

In addition, substantive studies have been conducted on teachers’ expectations of students [22,23,24,25,26,27,28,29]. Teachers’ expectations of school science are for students to develop critical thinking skills, problem-solving skills, decision-making abilities, and collaborative skills to enable them to respond to emergent crises. Many researchers have indicated that teachers who hold high expectations for science students provide them with opportunities for critical thinking, problem-solving, decision-making, scientific inquiry, communication, collaboration, real-world examples, case studies, hands-on learning, and experimentation related to emergent crises in their lessons [30,31,32]. Hence, this research explored the expectations of members of the non-science community who did not pursue general science in school or college but have children who are learning science in schools and colleges.

2. Parental Expectations

Involving everyone in science is critical to humanity’s survival over the next century. Anyone, regardless of their level of education, ability to read or write, or cultural background, can contribute to science [2]. Thus, we focused our attention on looking at parental expectations through the lens of parents with children who are pursuing science. In the context of education, parental expectations refer to the beliefs and anticipations that parents hold regarding their child’s academic performance, interests, and opportunities. Kang [33] explained that parental expectations encompass the standards that parents set for their children’s academic performance, their belief in their child’s potential, and their aspirations for their child’s future success.

In recent times, considerable attention has been given to parental expectations [34,35]. Parents play a crucial role in shaping their children’s preference for science, and as such, involving them will contribute to the educational success of students [36]. Parental expectations can significantly impact children’s interest and motivation to pursue science, which also influences the behaviour of parents towards the support for their ward’s education [35]. Some research focusing on parental expectations has looked at the relationship between parents’ educational expectations and children’s growth [35], parental expectations, and school relationships as contributors to positive outcomes for adolescents [37].

Guo’s [35] study found that parents’ educational expectations for their primary school students are based on three main components: quality, learning, and life expectations. Disparities in these expectations can lead to variances in parental behaviour, impacting children’s progress. Guo recommended maintaining high aspirations for children and not merely assigning lower expectations. Parental educational methods and teaching through words and actions are crucial for fostering children’s growth and ensuring that parents’ expectations are met.

Several factors influence the expectations of a parent for their children to pursue science careers. These include the parent’s level of education [38]; whether the parent is engaged in a science, technology, engineering, and mathematics [STEM] occupation [39]; and their gender [40], cultural background, and socioeconomic status [41,42]. Empirically, Drew et al. [38] found that a parent’s level of education significantly influences their expectations of their children pursuing STEM careers. In another study, Thomsen et al. [40] discovered that fathers’ expectations of their sons to pursue science were higher than those of their daughters, and the cultural background played a role in shaping parental expectations for their children’s career choices. Furthermore, Maltese and Tai [41] found that parents’ socioeconomic status and cultural background affected their beliefs and expectations for their children to pursue STEM careers, and Vasquez et al. [39] found that parents who had positive attitudes towards STEM fields were more likely to encourage their children to pursue those careers. Additionally, parents who actively involve their children in STEM-related activities, such as science museum trips or coding camps, can positively impact their children’s interest and motivation in STEM.

Parental expectations are driven by national educational policies or expectations. For instance, the national education policy is the most important guarantee for promoting parents’ educational expectations and children’s growth [35]. Hence, parental expectations can significantly influence their children’s motivation and interest in pursuing science. According to Maltese and Tai [41], parents’ expectations and beliefs are positively correlated with their children’s achievements in science. Moreover, Drew et al. [38] found that parental expectations significantly impacted the children’s commitment to pursuing STEM careers.

Parental expectations also influence parents’ attitudes and beliefs towards STEM subjects, which can impact their children’s interest in pursuing those fields, and this influences the attitude of students towards the study of science. For instance, Maltese and Tai [43] reported that the expectations of parents significantly influenced their children’s attitudes towards science and STEM careers. That is, parents who expressed high expectations for their children’s STEM achievements were more likely to have children who valued science and pursued STEM-related careers. Moreover, Young et al. [44] highlighted the significance of parental expectations in shaping students’ STEM identities. Parental expectations played a crucial role in shaping students’ beliefs about their ability and competence in STEM subjects. As mentioned earlier, parents who held high expectations for their children’s STEM achievements were more likely to have children who felt capable and confident in STEM fields.

However, parental expectations can also have a negative impact, especially if they are unrealistic or overly demanding. In some cases, parents’ high expectations can lead to stress and anxiety among children, which may result in disinterest in or avoidance of STEM. Therefore, parents must balance their expectations and support their children’s interests and passions, despite the findings of Romine et al. [45] that parental involvement significantly influences children’s motivation and success in STEM subjects.

3. School Science Learning

According to Krueger and Sutton [46], every student can learn science; they deserve the opportunity; and we must continue to make progress towards offering rich, well-supported learning environments that address each student’s specific educational needs. However, the literature shows that some parents and teachers doubt that all students can learn science, leading to a phobia of science and technology in students. This phobia lowers students’ confidence and affects their interest in science careers. The belief that success in science depends on ability rather than effort negatively affects student learning. Parents’ apathy also contributes to students’ poor performance in science. A lack of content knowledge in science can lead to a lack of confidence and a dislike for science, affecting how parents support their children’s science-learning activities [46,47,48].

Today, citizens face a range of hard choices, from personal, such as how to avoid contracting AIDS, to global, such as what to do about acid rain. These choices require scientifically literate people. A scientifically literate person understands the key concepts and principles of science and uses scientific knowledge and ways of thinking in everyday life. People who understand science are better prepared to sort fact from myth, make sensible decisions, and urge their leaders toward enlightened public policy choices [47].

All students can gain this understanding if they are taught with educational strategies that foster and strengthen their innate curiosity and other abilities [47]. The National Science Education Standards [49] “reject any situation in which some people are discouraged from pursuing science and excluded from opportunities to learn science” (p. 20). However, Osborne and Dillon [50] mentioned that most school science curricula educate only a small percentage of pupils to become the future generation of scientists, while the vast majority are prepared to pursue non-scientific occupations. In this regard, students should be allowed to learn science through student-centred classrooms that focus on higher-order thinking skills, inquiry, and real-world context. Parents should advocate for students who are denied this opportunity. Kober [47] suggested that young people build critical thinking skills and scientific habits by becoming scientists and modelling the processes of inquiry and exploration used by real-life scientists. To this end, parents, teachers, and close relatives play critical roles in children’s science pursuits. Therefore, we explored parents’ expectations of their children learning science in senior high school during global challenges and the need for humans to survive through sustainable practices.

4. Research Methods

This study employed a phenomenological research design [51,52,53]. With its roots embedded in the naturalistic paradigm, we aimed to explore our participants’ experiences and the expectations driving them to allow their children to learn science in senior high school [51,52]. Our goal in this research was to describe, as accurately as possible, the parental view of the teaching and learning of school science and parents’ expectations of school science [54]. While we did this, we tried to refrain from using any pre-given framework but remained true to the facts provided by our participants (parents of students) [54]. Given that phenomenologists do not adhere to a single research approach [53], we opted to reduce and describe the participants’ experiences (or narratives) [53] in this phenomenological study, as conveyed during our conversations with them. Although we (the researchers) have had years of experience learning and teaching science in schools and colleges, and we had our own expectations of school science, we controlled our preconceptions and biases. This helped us better understand the experiences and expectations of the parents we had conversations with.

During our conversations with each participant, we employed a process of moving from specific to general concepts to distil and elucidate [53] the parents’ expectations concerning school science as a means of human sustenance. This approach enabled us to objectively articulate parents’ expectations of science education in schools and colleges, utilising reduction and description as our primary phenomenological methods. According to Hopkins et al. [53], writing played a crucial role in this phenomenological process. Therefore, while engaging with one parent, we concurrently reviewed the field notes from previous interviews to ensure a comprehensive understanding of each parent’s expectations for the teaching and learning of science in schools and colleges.

5. Study Site and Participants

This phenomenological study was conducted in two regions in Ghana: the Ashanti Region and the Upper East Region. The Ashanti Region is in the southern part of Ghana, whereas the Upper East Region is in the northern part of Ghana. The Ashanti Region is located 90–250 km inland from the sea and lies approximately within the longitudes of 0.15° east and 2.25° west and the latitudes of 5.50° north and 7.46° south. It shares boundaries with the Bono East Region to the north, the Ahafo Region and the Western North to the west, the Central Region to the south, and the Eastern Region to the east. Conversely, the Upper East Region lies between the longitudes of 0° and 1° west and the latitudes of 10°30′ and 11° north [55]. The region shares boundaries with Burkina Faso to the north, Togo to the east, the Upper West to the west, and the Northeast to the south. These two regions, which are shown in Figure 1, share similar characteristics to other regions in the same geographical locations.

In terms of science learning, the two regions have universities that contribute to training the nation’s scientists. For instance, the Ashanti Region has the Kwame Nkrumah University of Science and Technology, which is mandated to train students in engineering, health and allied sciences, and pharmacological science, among others. Another university in the Ashanti Region is the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, which is mandated to train students in the technical, vocational, and agricultural fields. Along with the above, there are technical universities and senior high schools that offer science-related programmes (see Figure 2).

On the other hand, the Upper East Region has the C. K. Tedam University of Applied Sciences, which is mandated to train some of the nation’s scientists in various fields, such as agriculture, science education, engineering, and health sciences. In addition, the region has a college of education mandated as a science college to train science teachers for basic schools in the country. Most of the senior high schools in the region also offer a general science programme to students (see Figure 3).

These two regions were among the sixteen administrative regions that recorded most of the country’s COVID-19 cases. As of June 2020, Ashanti recorded 16.9% of the COVID-19 cases and became second after Greater Accra (63.9%), with nearly the same number of deaths recorded. That is, there were 53 COVID-19-case deaths in the Greater Accra Region and 51 case deaths in the Ashanti Region. The Upper East Region recorded 1.8%, making it the region with the fifth highest number of COVID-19 cases recorded. However, with respect to the five regions of the northern sector of Ghana, the Upper East Region recorded the highest number of cases [56]. We envisaged that there was a possibility of finding participants who experienced, or had relatives who experienced, this global pandemic and most probably saw how science and scientists worked during this period.

We asked the schools and colleges that offer science education to purposefully identify students pursuing science and followed up with their parents or guardians to have conversations with them. Consequently, we studied 15 parents who felt that they had something to share about science, scientists, and their expectations of learning science in school during the 21st-century global COVID-19 pandemic, global warming, flooding, and other natural disasters. The 15 participants comprised 5 women and 10 men who had received at least 3 years of high school education and who had children currently learning science-related courses in schools and colleges. All the respondents were older than 40 years. Specifically, there were 7 parents within the age bracket of 41–50 years and 8 parents above the age of 50 years. In addition, the 15 parents could be professionally categorised as 7 teachers, 2 traders, 1 security officer, 1 data analyst, 1 school matron, 1 budget officer, 1 farmer, and 1 retiree. Among the seven teachers, three were master’s degree holders teaching in colleges and four were degree holders teaching in senior high schools. Among the 15 parents, only 1 parent (1 of the traders) had an ordinary-level certificate.

6. Instrumentation

An interview schedule—the non-science community expectation of school science [NCESS]—was used to collect the data. This interview schedule, constructed by us, consisted of two sections: Appendix A.1 and Appendix A.2. Appendix A.1 asked about the biodata of the parents, including their age, gender, and educational background. Appendix A.2 contained six open-ended, semi-structured interview items that centred on the parent’s understanding of science and the process of acquiring scientific knowledge, their conception of what science can achieve, what they want science students to accomplish in relation to solving societal problems, and their expectations of people who have learned school science (Appendix A). Each of these areas had specific prompts to help establish clarity in the responses during our conversations with the parents. To ensure the validity of the parents’ responses, deep saturation was ensured by asking probing follow-up questions, such that the responses from the parents became more consistent. Furthermore, we allowed a peer review of the obtained themes and the sample statements accompanying them.

7. Data Collection Procedure

Prior to data collection, the parents were contacted, the purpose of the research was discussed with them, and their consent was sought. These initial conversations afforded us the opportunity to establish a rapport with the parents. The parents’ attention was also drawn to the fact that our interactions with them would be recorded for later transcription, and they agreed to participate. Each parent scheduled a date for their conversation with us. Hence, we spent 15 days with the parents. During the conversations, each parent was allowed sufficient time to perform his or her daily activities, and during their break hour, we continued our conversations. There were four instances where we followed up the conversations in the homes of the parents. This enriched the quality of the conversations we had with the parents. That is, the experiences and expectations of the parents regarding school science were shared in a natural setting.

8. Data Processing and Analysis

As the data analysis entailed making sense of the text and providing an interpretation of the data’s greater significance [57], the data gathered in our conversations with the 15 parents were subjected to a multilevel analysis. The data collected were first transcribed into text by playing the audio tape recordings. The transcribed data were read over and over thereafter to help determine some concepts or codes. Next, the codes were categorised, and the categories were read over repeatedly to help identify relationships that existed between the codes, leading to the formation of themes. The data were then presented using these themes. As part of the data presentation processes, excerpts are used to allow our audience to judge for themselves the experiences of the parents’ expectations of school science.

To enhance the credibility, reliability, and depth of our data analysis, we employed three approaches in coding the data concerning the expectations and experiences of the 15 parents regarding the teaching and learning of science in schools and colleges. Initially, two researchers independently coded the data, followed by a triangulation process where the second researcher coded the data after the first researcher completed their coding. Subsequently, the identified themes and sample statements were presented to 5 of the 15 parents who consented to review the results. This process ensured that our interpretations accurately reflected the parents’ experiences.

9. Results

The data analysis revealed five themes, which are presented below with extracts from the data. Following the data analysis, the following themes emerged: the relevance and nature of science, discipline to solve the world’s problems, disappointment with science and the scientific community, expectations of science in difficult times, and school science and the training of future scientists.

10. Relevance and Nature of Science Studies

The parents were required to share their knowledge about the relevance of science based on their experience with and knowledge of elementary science. The parents shared that science is very essential. That is, the parents felt that they had experienced the products of science over the years, and they believed that a knowledge of science is needed in solving global problems. The relevant excerpts are as follows:

Yes, it has importance. Science allows you to become a medical doctor, you can become a teacher, it has a lot of benefits in Ghana. When someone studies science it will benefit that person and Ghana at large.

{Abenaa}

Yes. Because science is what now controls the world. You can talk of hospitals, transport, communication and many of such areas.

{Abdul}

Yes, very very important. Look at the drugs we take and the improved health system we have. Now pregnant women can do scans to know when they will deliver, and even the sex of the unborn baby. All this is because of science. Science has enormous importance.

{Asana}

The parents also shared their thoughts on science studies. Generally, the experiences shared suggest that the parents felt that science is difficult to learn as a student. The parents believed that studying science requires extra intelligence, it should be innate, and one needs to be patient. The relevant excerpts are as follows:

Hmmmm! It is not easy, dear. Maybe because these days technology has come it may be better. You see; to do science, it involves a lot of thinking, smartness. In fact, let’s say you need to be intelligent.

{Abdul}

Hmmmm! You see it is not easy learning science in school or college. Your child will need to have something special in him or her to do well. … actually, it is not for a weak student but somehow an excellent student. So, for my children, you will need to be that good before I allow you to learn science.

{Asana}

One parent even felt that, to perform science, one must be chosen by God. That is, a child needs to be favoured by God with some level of intellect to learn difficult subjects, such as science. This excerpt is provided below:

Sometimes you can try and not succeed in science. You need to be chosen by God to study a difficult subject like science. If not you can try and not get a way. Is like someone going into farming, you can farm but if God has not selected you, you will not get anything.

{Abenaa}

In addition, other parents acknowledged that, although the teaching and learning of science is considered difficult by many people, one can study it if they have an interest and the required materials. The relevant excerpts are as follows:

It is not easy learning science. I hope you know that? … It would be easy if you have the necessary materials to aid you to study them. … Also, let me add that interest can be key to making science easy. That is, if the student is interested in learning science. I think interest will be the key.

{Abdul}

It depends on one’s effort. Though it is difficult, we still must go into it. If you are into science, with time you start benefiting … I don’t know but with interest students can learn science with ease.

{Abeena}

When asked if everyone can learn science, the parents shared that they believe not everyone can learn science. That is, the parents felt that, to learn science, one needed to be intelligent, patient, and a fast learner. The relevant excerpts are as follows:

No, everyone cannot study science. Science is like prayer; it has to do with having the spirit of it. It requires great intelligence, patience and if one does not possess these, the person cannot succeed. It is difficult and anything difficult requires time and patience, but most people do not have these.

{Nkruma}

No. like I said earlier, you need to be intelligent and be ready to sacrifice your time. Yes, that is it.

{Akalobo}

However, two of the parents made a strong case for any individual learning science, not only intellectually skilled students. That is, these parents believed that everyone is capable of learning science, but that the driving force is interest, the availability of resources, and time. The relevant excerpts are as follows:

Yes. Everyone can study science provided they have the interest and materials available to study. Right! The interest must be there. … any other person that has an interest can study it. If you have interest, then other things can come in.

{Frema}

… hmmm. It depends on your interest. People have the intelligence alright, but they are not interested in the subject area. They want to do other things. So, it depends on the individual.

{Adobea}

It follows from these experiences shared by parents that science is relevant, as it plays a role in solving global problems. However, the concepts in science are not easy for students to learn. That is, science is difficult to a learner and requires an enabling environment to ease its difficulty.

11. Discipline to Solve World Problems

This research encouraged non-science community members to share their knowledge and experience regarding some problems the world has faced or is facing. The problems that the parents shared their opinion on were malaria, Ebola, human immunodeficiency virus (HIV), COVID-19, Guinea worm disease, food shortages, and flooding. The relevant excerpts are as follows:

Malaria is a problem in our part of the world, HIV, possibly the African content, and Hepatitis B are all world problems.

{Frema}

There are a lot of problems in our world today. I can think of Malaria, HIV, food shortage, and climate change. I almost forgot about COVID-19. It was scary at some point.

{Adabo}

It was also evident that the non-science community knew of some science-related programmes that are key to solving world problems. The common science-related programmes so outlined by the non-science community included medicine, pharmacology, and neuroscience. In addition, although the non-science community members believed that science graduates were not doing enough for the world, they also empathised with the scientific community and school science, as they have been doing their best. The relevant excerpts are as follows:

No. They can only do a part. Scientists can reduce problems, but they cannot do all. For me, now they have not done enough yet.

{Abenaa}

They are working but I cannot say it is enough. Sometimes they need support. If you want to go into research and you don’t have enough funds you cannot do it. They might be doing their best but because of financial challenges. For example, someone wants to do research into an illness or something to find out how such illness could be cured or stopped but you need to travel from here to Germany, are you going to fly to Germany?

{Frimpong}

Hence, the non-science community appreciates science-related disciplines that can solve problems, as well as some world problems they believe science cannot solve. However, they believe that the current science graduates are not doing enough for the world.

12. Disappointment with Science and Scientific Community

Following the experiences of world problems, such as COVID-19, the non-science community expressed that they were not disappointed in scientists regarding solving world problems. A relevant excerpt is provided below:

…, no they didn’t. They were able to detect the mode of spread and all of that so it was not a complete disappointment. It just came when they could do better if they had proactive research. They could detect when COVID-19 was coming, and it was going to be disastrous.

{Frema}

When asked whether the scientific community communicated their understanding of a world problem that we faced recently (COVID-19), the non-science community members shared varied experiences. Some shared that they felt school science and the scientific community communicated clearly upon the arrival of such a world problem. The relevant excerpts are as follows:

Yes, though science communication comes with a lot more strange words, but it was very very understandable. During the heat of COVID-19, their communication helped a lot.

{Adonteng}

Yes. I understand them. I think they did well with their communication. From time to time, they were giving updates to us. And such attempts should be made a lot to help humanity.

{Akalobo}

Other parents belonging to the non-science community involved in this research shared that they felt the way in which scientists communicated to the public was not entirely clear. An excerpt supporting this is provided below:

Not really but with time we got to know what was happening. However, at the beginning we should have been educated well on it. I think the information was coming in bits, so we did not all get the information at once, but we were educated in a way.

{Saaka}

When the parents were asked to share their experience on whether a solution to the world problem of COVID-19 was found in time, they indicated feeling that the solution was not found in time. This was because the world lost a lot of people to the pandemic, if the videos and the stories heard were true. A relevant excerpt is as follows:

No. because it-COVID-19-killed thousands of people. It started in 2019, in some countries, came to Ghana in 2020 and stayed until around almost close of 2022 before the death toll declined. So, I don’t really think it was found in time though I must say they did well.

{Nkruma}

Some of the parents further expressed that they still do not know whether a solution had been found, and this was quite disappointing to them. An excerpt supporting this is provided below:

… up to now, I don’t know. I have not heard anything. What I know for now is that the talk of things has died down. It could be there but the talk of it has died down. Unlike when it came, and the vaccine came and even some scientists confuses people more. Remember last week or so a woman came out and was saying all those who were vaccinated with the COVID-19 vaccine are now animals.

{Fremah}

Thus, it can be said that the members of the non-science community are not entirely disappointed in science; nonetheless, they expect clearer communication regarding whether a solution to world problems has been found.

13. Expectations of Science in Difficult Times

In difficult times, the parents’ expectation of the scientific community and school science was for them to act quickly to address the problems. The parents expressed the following: what is science, if not meant to solve the problems we are faced with as people? An excerpt supporting this is provided below:

Oh. Coming quickly to begin working for solutions. If not stopping it completely, how to reduce the spread. In times of trouble, like the one the world witnessed in our time, we need science to come quickly to our aid.

{Frema}

Regarding how fast they expect school science to address emergent problems, some of the parents felt that help from science should come soonest. Additionally, the time taken for this help to be provided should not exceed 12 months. The relevant excerpts are as follows:

Before that scientists or those who are into research should have gotten the solution after one year. If not completely stopping it from happening, measures that will stop it from so claiming many lives as it did. They waited until it spread into the villages. Every community experienced it.

{Abenaa}

World problems such as COVID-19, I expect them to get the vaccine or solution within a week. I cannot say two days they need to do one or two things, but for me, within a week they should be able to come up with a solution.

{Atewini}

For me in months not in years. However, if research is involved, it may take some time. … I wish scientists will see that we depend on them to survive any disturbance on this planet … they should only act fast.

{Abdul}

To some parents, no period of time was given, based on their experience with COVID-19, and their expectation was for school science to act as immediately as is practicable. An excerpt supporting this is provided below:

Like I said, the science our children learn in school needs to address world problems as immediately as practicable.

{Kwarteng}

The parents believed that school science could have performed better than it did in the heat of COVID-19. In their experiences, several lives were lost due to the late finding of a solution to the problem.

Yes. They could have done better in finding a solution earlier to save the many lives we lost. In any case, I don’t want to say they (scientists) were not proactive as they still came up with a solution.

{Frimpong}

Nonetheless, some of the parents felt that school science did enough, empathising because developing countries, such as Ghana, lack the necessary tools and materials for science to work with.

Therefore, non-science community members expect science to be proactive in finding immediate solutions to emergent problems within short durations. To this end, scientists and school science will need to obtain the necessary tools they need to work with in the wake of any crisis.

14. School Science and Training of Future Scientists

Based on the experiences during COVID-19, the parents expected school science to provide opportunities for their wards to be trained as research scientists. An excerpt supporting this is provided below:

Learning science in school should help introduce early to studying scientific investigations or research. I expect my ward to start studying about them. The curriculum should include some of the world problems to which they will be introduced.

{Frimpong}

In addition, the parents mentioned that the government should build more scientific research centres and laboratories that schools and colleges in the science domains could access to train learners, in an attempt to prepare them towards finding a solution to emergent world crises. An excerpt supporting this is provided below:

… So, many research centres with well-equipped science materials, things that they can be used to research and come out with new ideas, 21st-century skills to solve the problems we face as humans. By this, the scientists can go into it to research new diseases or things and be able to say where it is coming from and what possibly can cure it. Science students could be carried to these research centres where students can be sent there to start learning about research.

{Abenaa}

When asked whether they felt that scientists were adequately prepared for crises, the parents mentioned that scientists are not currently well prepared for crises. They cited reasons that included a lack of tools and logistics. An excerpt supporting this is provided below:

No, they are not well prepared. They are doing their best, but they are not prepared. Crisis will come but before it comes, someone should be prepared. It will come and disappear but to come and take a long time means they are not prepared.

{Abdul}

Regarding the discovery of the nature of emergent crises, the parents expected their wards to be dedicated to learning and to begin to learn scientific approaches to discovering problems, such as conducting research. The relevant excerpts are as follows:

Yes, for my girl, from birth she says she wants to be a medical doctor. We tried changing her mind but no. I expected her to be well grounded. I expect her to do well in researching to find the nature of future crises and to contribute to the survival of humans. … Already, she likes doing things to find out why and that is a good beginning for a scientist. She tries to add things to see what the outcome is … and this is what I expect from the science learners learn in school.

{Adabo}

… he should do more research on the nature of the world’s problems to understand them well. Because if scientists fail to understand the nature problem, they find it difficult contributing to the solution. I hope scientists will not wait for another disaster before they act.

{Atewini}

15. Discussion

The findings regarding the relevance of science confirm the report in [5] stating that science has led to the treatment of diseases once thought of as incurable. Not only are these findings firm [5] but they also confirm other works regarding what science offers the society we live in [7,8,9]. Specifically, parents belonging to the non-science community expect school science to prepare their children with scientific ideas that are needed to protect the environment, enhance human health, and advance technology, which reflects the conclusions of some earlier works [10,11] and is in line with research on the support that scientific ideas provide to our future [1]. This shows that the relevance of science to human survival will continue to heighten over centuries. The non-science community has experienced the millions of roles that science has played and appreciates how science will continue to impact lives and sustain human existence. Such an appreciation of the relevance of science will lead to continuous support from the non-science community for science, and their involvement is critical to humanity’s survival over the next century [2].

The findings that some non-science community members believe that learning science in schools and colleges is difficult resonates with assertions found in the literature [46,47]. It may be that these non-science community members have a weak background in science themselves, stemming from their experiences learning integrated science as one of their core (or general) subjects in schools and colleges. This could account for their concern regarding the difficulties in learning science [47,48]. If science is to be taught and learned as a tool for human sustenance, then it is expected that the scientific community will showcase its potentials in order to demystify this belief among non-science community members. If parents expect nothing great from their children, this will influence how they support their wards in learning science [35]; hence, teachers teaching science in schools and colleges should appreciate the enormous trust the world has placed on their shoulders to train the next generation of scientists, who will be part of the equation of future challenges. As Kober [47] asserted, some experiences shared by parents have the potential to lower the interest of young scientists in science, and this might impede the efforts their children will put into learning science [44].

It is also worth mentioning that some non-science community members believe possessing innate abilities or higher intelligence quotients contributes to a higher success rate in learning science [47], but that the major contributory factor to success in learning science is the existence of an enabling environment. Because parents belonging to the non-science community believe that not everyone can learn science in school or colleges, creating a conducive learning environment for students is key to the success we seek in science education. A conducive learning environment is key for meeting the expectations of any parents who believe that everyone is capable of learning science [2,46].

Moreover, the findings regarding science-related programmes essential for solving world problems are worthy of note. This is because the parental background knowledge of science and STEM disciplines influences the interest of their wards in science and science-related disciplines [39,41,42]. Because crises are like natural phenomena and have become integral to humans in recent decades, the parental knowledge of science-related programmes relevant to solving global crises will enable them to support and direct their wards towards learning science to the highest level. In this way, we can produce a scientifically literate population [47]. Global crises, such as HIV, COVID-19, food shortages, and flooding, require that we produce a scientifically literate population. It is no wonder that the world has some SDGs to achieve in 2030 for which school science is key. In achieving the related SDGs, it is the expectation of parents among the non-science community that there will be a population that is prepared from having undertaken science-related programmes, such as medicine, pharmacological science, environmental science, neurosciences, epidemiology, robotics, modelling, medical laboratory science, agriculture, and climate change-related sciences. However, non-science community members feel that, by far, graduates of science are not accomplishing enough, and this is a wake-up call to school science and science graduates.

The findings on whether members of the non-science community were disappointed with scientists during COVID-19 need to be given consideration. It is not the case that the non-science community lacks appreciation for the contributions of scientists in fighting this global crisis or how COVID-19 was fought by the scientific community; rather, they are disappointed in how a solution was not found in time, leading to the loss of many lives. It is the expectation of the non-science community that scientists should be able to solve such global problems in a week, a month, or a year. However, the expectation of solving a global crisis in a week, a month, or a year is a clear case demonstrating that the members of this community lack knowledge on how scientists work. We may be guided by the idea [12] that public trust in scientific institutions has increased during the pandemic, but it is fragile and needs nurturing. The way forward may involve the scientific community actively presenting scientific evidence to the public responsibly and involving them in cross-disciplinary projects, requiring training, support, and new incentives [12]. These expectations of non-science community members for the scientific community and school science in difficult times indicates that non-science community members are not oblivious to the challenges scientists face.

It is noteworthy that non-science communities have positive expectations for their children learning science in schools and colleges [58]. They hold higher expectations for their children and expect them to perform more research and gain the requisite knowledge to enable them to address world problems. Such high expectations [33] from parents could be the basis upon which they encourage their children to pursue science or science-related disciplines [58]. For their expectations to be met, school science may have to consider a review of its curriculum to allow for the contemporary training of science students. Any intended curriculum in this proposed direction needs to cater to a larger number of students, rather than fewer students being trained as scientists [50]. The expectations of non-science community members for school science are also in line with Kober’s findings [47] that children as young scientists need to be allowed to model the processes of inquiry and exploration that real-life scientists use to discover new knowledge. Thus, our children in schools and colleges should be trained to know the nuances of scientific research in terms of discovery and the finding of solutions to global problems for human sustenance and survival.

16. Conclusions

We studied the expectations of the non-science community regarding school science as a tool of human sustenance. To achieve this, we interacted in a natural setting with 15 parents whose children are learning science and its related subjects in schools and colleges. These interactions with the 15 parents were aided by an interview schedule, entitled Non-science Community Expectations of School Science. Through a multilevel analysis, five themes emerged. From the five themes, this research shows that non-science community members appreciate the relevance of science to human existence. At this crucial time, when the world is calling for countries to produce scientifically literate people, such an appreciation of the relevance of science is a step in the right direction. It behoves the scientific community and school science to showcase their works to further consolidate the non-science community members’ appreciation of the relevance of science.

17. Implications

Non-science community members are aware that science-related programmes essential for combating global crises are also vital to the sustenance of science. This knowledge could be used to help guide their children’s selection of various scientific disciplines. Nonetheless, their conception of science as a difficult subject requiring innate abilities could be re-examined. In this regard, policymakers, parent–teacher associations, and non-governmental organisations could contribute to providing information about studies in science to demystify such a perception.

This study shows that non-science community members appreciate the work of scientists and school science during crises but expect a much better response to the crisis than they have previously experienced. This calls on school science and the scientific community to intensify their research and scientific studies geared towards discovering the nature of crises, as well as conducting upfront research to find solutions to problems. It is incumbent on the government and other relevant stakeholders to provide the necessary tools and support to aid school science in training our young scientists to face global crises with confidence.

In addition, this study revealed that non-science community members expect scientists to be proactive in finding solutions to emergent crises. Scientists and school scientists must intensify their research activities. The non-science community members in this study as well as other non-science community members with similar characteristics have called on the scientific community and school science to accomplish more, especially in times of crises, where immediate solutions are needed.

We can conclude from this study that, amid the vast experiences of non-science community members, these community members expect the teaching and learning of science to be used as a tool for human sustenance. In that regard, they expect school science to train their wards to acquire 21st-century skills that they can use to face future crises. To this end, they expect that the Ghana Education Service, non-governmental organisations, the Ministry of Education, and other public bodies such as the Council for Scientific and Industrial Research will lend their support to the training of young scientists through school science. In this way, these young scientists will be well positioned to discover global problems as well as find solutions to them.

18. Limitations

This phenomenological research primarily focused on the experiences of 15 parents and our subsequent description of those experiences. Although a sample size of 15 may be deemed small, we engaged in comprehensive and in-depth conversations with each participant. Our extensive backgrounds in teaching and learning in schools and colleges were consciously set aside to ensure that these discussions and the portrayal of the parents’ experiences remained unbiased.