Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?

Jidesjö, Anders

doi:10.5617/nordina.288

Cited by 14 publications

(13 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…ROSE participants rated the theme "agriculture and plants" as the least interesting of the 13 science subjects that were extracted by exploratory factor analysis (Holstermann and Bögeholz 2007). Similar results were found for English students (N=1,284, Jenkins and Pell 2006), Norwegian students (N=1,204, Schreiner 2006), and Swedish students (N=751, Jidesjö 2008). The Swedish subproject also applied the same interest items to primary school students (N=112).…”

Section: Characteristics Of Individual Interest and Interest In Agrisupporting

confidence: 83%

See 1 more Smart Citation

Measuring the Interest of German Students in Agriculture: the Role of Knowledge, Nature Experience, Disgust, and Gender

2014

View full text Add to dashboard Cite

Modern knowledge-based societies, especially their younger members, have largely lost their bonds to farming. However, learning about agriculture and its interrelations with environmental issues may be facilitated by students' individual interests in agriculture. To date, an adequate instrument to investigate agricultural interests has been lacking. Research has infrequently considered students' interest in agricultural content areas as well as influencing factors on students' agricultural interests. In this study, a factorial design of agricultural interests was developed combining five agricultural content areas and four components of individual interest. The instrument was validated with German fifth and sixth graders (N= 1,085) using a variance decomposition confirmatory factor analysis model. The results demonstrated a second-order factor of general agricultural interest, with animal husbandry, arable farming, vegetable and fruit cropping, primary food processing, and agricultural engineering as discrete content areas of agricultural interest. Multiple regression analyses demonstrated that prior knowledge, garden experience, and disgust sensitivity are predictors of general agricultural interest. In addition, gender influenced interest in four of the five agricultural content areas. Implications are directed at researchers, teachers, and environmental educators concerning how to trigger and develop pupils' agricultural interests.

show abstract

Section: Characteristics Of Individual Interest and Interest In Agrisupporting

confidence: 83%

“…The Swedish subproject also applied the same interest items to primary school students (N=112). Again, the aspects related to agriculture were among the 10 least interesting items (Jidesjö 2008).…”

Section: Characteristics Of Individual Interest and Interest In Agrimentioning

confidence: 99%

Measuring the Interest of German Students in Agriculture: the Role of Knowledge, Nature Experience, Disgust, and Gender

2014

View full text Add to dashboard Cite

show abstract

“…Moreover, science interests differentiate according to gender as well as to age (Jidesjö 2008(Jidesjö , 2012. However, the science centre learning situation has been shown to enhance learning in addition to reducing the knowledge achievement gap between girls and boys or different achievers (Ainley et al 2002a;Salmi et al 2016;Zoldasova and Prokop 2006).…”

Section: Introductionmentioning

confidence: 99%

The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

View full text Add to dashboard Cite

The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition (N = 256) in Finland. The pupils were sixth-graders with an average age of 12 years 6 months. Autonomy experience, as measured by the Relative Autonomy Index (RAI), had an effect on how the pupils liked learning science both at school and in a science centre context. The more autonomous that students feel, the more likely it is that they have intrinsic motivation in learning science. The RAI also predicted momentary situational motivation. The most important enhancer of situation motivation was liking science learning at school, but this was true only among boys; nevertheless, in general, girls were somewhat more motivated by the science exhibition than boys. There was no gap between boys and girls in postknowledge testing, suggesting that girls benefitted more from the science centre learning experience than boys. Although gender differences in the knowledge tests leveled, students having higher reasoning ability, measured by Raven, gained more from the exhibition than the others. Post-knowledge was explained most by pre-knowledge, but the overall substantial learning results were enhanced directly and indirectly by the motivational factors. The practical implication for the science centres is to offer both teachers and pupils learning materials to be used before and after the visits.

show abstract

“…The teacher role in forming students' views on science is very important, as nearly half of the students in a study by Hutchinson, Stagg and Bentley (2009) [29] said their subject teacher is important for career advice. In addition to creating enthusiasm for science [30–32], the teacher plays a big part in creating gender-neutral or gender-balanced lessons and assessment methods [33]. Gender neutrality means that there is no distinction made between how boys and girls are taught or represented (e.g., in education resources).…”

Section: Introductionmentioning

confidence: 99%

Gender Stereotypes in Science Education Resources: A Visual Content Analysis

et al. 2016

View full text Add to dashboard Cite

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers’ attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.

show abstract

Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?

Cited by 14 publications

References 36 publications

Measuring the Interest of German Students in Agriculture: the Role of Knowledge, Nature Experience, Disgust, and Gender

Measuring the Interest of German Students in Agriculture: the Role of Knowledge, Nature Experience, Disgust, and Gender

The role of self-determination in informal and formal science learning contexts

Gender Stereotypes in Science Education Resources: A Visual Content Analysis

Contact Info

Product

Resources

About