Frances Quinn
University of New England (Australia)
50 Papers
168 Citations
Frances Quinn is an academic researcher from University of New England (Australia). The author has contributed to research in topics: Science education & Higher education. The author has an hindex of 12, co-authored 50 publications. Previous affiliations of Frances Quinn include University of New England (United States).
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Papers
•Journal Article
The continuing decline of science and mathematics enrolments in Australian high schools
TL;DR: It is proposed that the broadening of curriculum offerings, further driven by students' self-perception of ability and perceptions of subject difficulty and usefulness, are the most likely cause of the changes in participation.
211
Choosing science: understanding the declines in senior high school science enrolments
Terry Lyons,Frances Quinn +1 more
- 08 Apr 2010
TL;DR: Choosing Science as mentioned in this paper examined teachers' views on the persistent declines in science enrolments, and students' perceptions of school science and aspirations towards further study and careers, and identified the most likely and unlikely contributors to enrolment declines, and made 10 recommendations.
184
Teachers’ conceptions of the environment: anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature
TL;DR: The authors focus on the substance and significance of teachers' conceptions of anthropocentrism and related constructs to curriculum, drawing on a range of theoretically-and empirically-based insights.
83
Education for sustainability in the secondary sector—a review
Neil Taylor,Frances Quinn,Kathy Jenkins,Helen Miller-Brown,Nadya Rizk,Theodosia Prodromou,Penelope Serow,Subhashni Taylor +7 more
TL;DR: This article reviewed education for sustainability (EfS) in the secondary sector across a range of countries, drawing on journal articles, book chapters and official reports, identifying some of the key challenges faced by EfS.
43
•Journal Article
High school students' perceptions of school science and science careers: A critical look at a critical issue
Frances Quinn,Terence Lyons +1 more
TL;DR: This article explored gender differences in Australian high school students' perceptions of school science and their intentions to study university science courses and found no significant difference between the mean responses of girls and boys to the item “It is likely I will choose a science-related university course when I leave school”.