Journal Article10.1002/SCE.20399
"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: For instance, this article found that the majority of young children have positive attitudes to science at age 10 but this interest then declines sharply and by age 14, their attitude and interest in the study of science has been largely formed.
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Abstract: The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines sharply and by age 14, their attitude and interest in the study of science has been largely formed. This paper reports on data collected as part of a funded 5-year longitudinal study that seeks to determine how students' interest in science and scientific careers evolves. As an initial part of the study, six focus group discussions were undertaken with schoolchildren, age 10–11, to explore their attitudes toward science and interest in science, the findings of which are presented here. The children's responses are analyzed through the lens of identity, drawing on a theoretical framework that views identity as an embodied and a performed construction that is both produced by individuals and shaped by their specific structural locations. This work offers new insights into the manner in which students construct representations of science and scientists. © 2010 Wiley Periodicals, Inc. Sci Ed94:617–639, 2010
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Citations
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Research Article Participating in Science at Home: Recognition Work and Learning in Biology
Heather Toomey Zimmerman
- 01 Jan 2012
TL;DR: In this article, the authors present an analysis of the longitudinal consequences of out-of-school science learning with a conceptual framework that connects the intentions of youth to their participation in science.
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Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill
Adele Eskeles Gottfried,Kathleen S. J. Preston,Allen W. Gottfried,Pamella H. Oliver,Danielle E. Delany,Sirena M. Ibrahim +5 more
TL;DR: In this paper, a longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA) through inter-related variables of high school science course accomplishments, career interest, and skill.
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Meet the Scientist: The Value of Short Interactions Between Scientists and Students
Kathryn Woods-Townsend,Andri Christodoulou,Willeke Rietdijk,Jenny Byrne,Janice Griffiths,Marcus Grace +5 more
TL;DR: In this article, the authors argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions.
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Elena Makarova,Walter Herzog +1 more
TL;DR: In this paper, a cross-sectional study applied a survey of 3,045 students and 123 teachers in secondary schools to investigate the gender stereotype of science by analysing the semantic attributes of gender in relation to three science subjects among students and their science teachers.
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TL;DR: Focus group methodology is introduced, ways of conducting such groups are explored and what this technique of data collection can offer researchers in general and medical sociologists in particular are examined.
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