Open Access
Different countries, same science classes: Students’ experiences of school science in their own words
Terry Lyons
- 01 Jan 2006
451
TL;DR: In this article, the authors compared student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education.
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Abstract: This paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes revolve around the transmissive pedagogy, decontextualized content, and unnecessary difficulty of school science commonly reported by students in the studies. Their collective experiences are used as a framework for examining student conceptions of, and attitudes to, school science more generally, drawing on an extensive range of international literature. The paper argues that the experiences of students in the three studies provide important insights into the widespread declines in interest and enrolments in high school and university science courses.
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Citations
Drawing to Learn in Science.
TL;DR: Drawing should be explicitly recognized as a key element in science education and science learners be challenged to draw more.
Students' questions: a potential resource for teaching and learning science
Christine Chin,Jonathan Osborne +1 more
TL;DR: This article examined and reviewed the existing research on students' questions and explored ways of advancing future work into this area, highlighting the importance and role of student's questions from the perspectives of both the learner and the teacher.
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"Doing" Science versus "Being" a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science through the Lens of Identity.
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TL;DR: In this article, the authors present the following categories: elementary and secondary science and mathematics education, higher education in science and engineering, academic research and development, public attitudes and public understanding.
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