Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science

Abstract

Relations between parental reports of children's interests related to science and opportunities for science learning were examined longitudinally in 192 children between ages 4 and 7 years. Science interests were tracked during 1‐year periods (ages 4–5, 5–6, and 6–7) and were more prevalent among boys, particularly prior to age 6 years. Gender differences did emerge in terms of frequencies of opportunities for science learning during all 3 years. Longitudinal path analyses tested relations between children's science interests and their opportunities for science learning. Our data suggest that early science interests were strong predictors of later opportunities to engage in informal science learning, whereas the opposite pattern (early opportunities predicting later science interests) was not found. Young girls' expressed science interests led parents to subsequently increase opportunities for science learning during the following year. Although boys followed this pattern early in the study, over time boys received similar levels of science opportunities regardless of their interest. Bases for gender differences in early science interests and implications for later science learning in school are considered. © 2012 Wiley Periodicals, Inc. Sci Ed 96:763–786, 2012

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

“…Alexander et al (2012) discussed how parents supported their children's interest in science by "creating contexts for exploration and learning of science concepts" (p. 782). This type of family support was evident in these students' accounts of their own engagement in science and resonates with the work of Louise Archer's group (e.g.…”

“…Notwithstanding such complexity, gender-related gaps tending to favour males continue to be evident, particularly in physical science and mathematics. Our analysis of the research, however, revealed few studies that interrogated female students directly or deeply about the array of influences that seem to underpin their choices about studying science at secondary school, although many have suggested that this work be undertaken (Alexander et al 2012;Gill & Bell 2013;Homer et al 2014;Wang 2013). To contribute to addressing that apparent deficit in the literature, yet grounded in the assortment of findings and potential explanations from previous research, this study directly asked female students currently enrolled in upper secondary school physics, about strong influences important to their own science education experiences, including current interests and future aspirations.…”

Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11

“…The Elementary/Secondary Transition and Other Short Transitions Alexander et al (2012) had already noticed that very young children (especially boys) transitioning into school and immediately thereafter tended to have a decline in interest.…”

Research in Early Childhood Science Education

“…To measure children's interest in science Alexander and her colleagues documented parents' reports of the activities their children engaged in (Alexander, Johnson, & Kelly, 2012 ). To measure children's interest in science Alexander and her colleagues documented parents' reports of the activities their children engaged in (Alexander, Johnson, & Kelly, 2012 ).…”