Science fascinates us as children and challenges us as adults, a 33-year study by University of Michigan researchers reveals.

From the spark of curiosity in middle school to nuanced understanding in midlife, our attitudes toward science and technology shift dramatically, shaped by education, career paths and life experiences.

The study, part of the Longitudinal Study of American Life, followed nearly 3,000 participants from 7th grade into their 40s, offering insights into how perceptions of science grow and mature.

Since 1987, the research has tracked students from Generation X—the first group to grow up with the internet—making it one of the most extended studies in the United States.

Led by U-M research scientist emeritus Jon D. Miller of the Institute for Social Research, the team discovered that our relationship with science evolves along two main paths: excitement about its benefits and concerns about its risks.

“Substantively, we found that high school students develop broadly positive attitudes about science but tend to see science in terms of the things it produces—smartphones, computers, jet aircraft and a range of new medicines,” Miller said. “Few high school students visualize the scientific community as a group of people seeking to understand nature and our world. They are less likely to have concerns or reservations about science.”

However, as people grow older, their attitudes become more complex. They begin to grapple with the potential downsides, such as environmental damage, antibiotic resistance and climate change.

“Overall, middle and high school students see science as a source of cool inventions,” said co-author Mark Ackerman, a professor at the College of Engineering and School of Information at U-M. “But deeper concerns about science’s impact don’t usually emerge until adulthood.”

The years after high school were especially critical as young adults decided about higher education and career paths. These choices often determine whether science and technology became a central part of their lives or simply background noise. Some pursued careers in science, public health or environmental advocacy, while others found their passions in business, the arts or teaching.

“During these years, many young adults began to see the broader picture,” said co-author Belén Laspra from the University of Oviedo in Spain. “They continued to appreciate the benefits of science but also became aware of its challenges.”

Not everyone maintained a strong interest in science, a pattern the researchers tied to the growing specialization of modern life. Co-author Robert Pennock of Michigan State University said that while some participants developed a keen interest in science policy and innovation, others were drawn to entirely different fields, reflecting the diverse paths made possible by modern technology and education.

The study also underscored the powerful influence of early life experiences. Parents’ education levels, inspiring teachers and hands-on activities like science lab work all significantly shaped participants’ lifelong attitudes. Exposure to informal learning resources such as museums, aquariums and online educational tools further enriched their understanding.

By midlife, participants had settled mainly into stable attitudes toward science and technology, balancing optimism about its benefits with realistic concerns. Researchers described this phase as “cognitive consolidation,” where decades of learning and experience culminate in a nuanced perspective.

Although midlife adults might not actively engage with science as much as they did in their youth, their attitudes remained open to enrichment through new information and experiences. This blend of stability and curiosity highlights the lifelong journey of understanding science, a journey that mirrors the field itself: ever-evolving, full of discoveries, and marked by a balance of wonder and caution.

The findings have significant implications for educators, policymakers and science communicators. By understanding how attitudes toward science develop, society can better nurture curiosity in young minds and address concerns as they arise in adulthood.

“Science is not just a collection of facts,” Miller said. “It’s a lens through which we understand the world, and that lens changes as we grow.”

For Generation X and beyond, the study shows that our relationship with science is a lifelong story shaped by curiosity, critical thinking and the ever-present push to learn more.

“In the longer term, developing a core of citizens interested in science and technology is essential to preserving our democracy,” Miller said. “There is broad agreement that the number and complexity of scientific and technological issues will increase throughout the 21st century and beyond. Citizens need to understand basic scientific constructs to make reasonable policy judgments about climate, vaccines and issues we cannot yet imagine.”

In addition to Miller, Ackerman, Laspra and Pennock, Glenn Branch of the National Center for Science Education and Carmelo Polino of the University of Oviedo were co-authors.