Students’ Preference for Science Careers: International comparisons based on PISA 2006

Kjærnsli, Marit; Lie, Svein

doi:10.1080/09500693.2010.518642

Cited by 80 publications

(48 citation statements)

References 8 publications

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“…26 Insuring an adequate supply of scientific and technical labour in the future will depend, therefore, on more than the 'degendering' of STEM fields. It will also require more general changes in the popular perception -and lived experience -of mathematical, scientific and technical work (Ainley & Ainley, 2011;Kjaernsli & Lie, 2011;Osborne et al, 2003;Thomas, 1990). This might be achieved through changes in the climate of STEM work environments, improved teaching of mathematics and science, increased opportunities for collaborative, creative, selfexpressive work and less negative stereotyping of scientific and technical workers and work.…”

mentioning

confidence: 99%

Who likes math where? Gender differences in eighth-graders’ attitudes around the world

Charles

Harr

Cech

et al. 2014

International Studies in Sociology of Education

106

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mentioning

confidence: 99%

Who likes math where? Gender differences in eighth-graders’ attitudes around the world

Charles

Harr

Cech

et al. 2014

International Studies in Sociology of Education

106

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“…The [28], which use the data to reveal international patterns about students' preferences and attitudes [29] toward professional careers as scientists.…”

Section: Suggestions Of Alternative or Complementary Models For Analysesmentioning

confidence: 99%

Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies

et al. 2013

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This paper highlights how results from large-scale studies can be used to understand students' knowledge of science. Several scholars express critique of today's PISA framework, especially with regard to the presentation of the results as national rankings, and suggest alternative and complementary methods. The present study has used PISA data to reveal hidden patterns in the results. The results show a general descending trend in items focusing on the nature of science and how new scientific knowledge is generated. On the other hand, there is an obvious upward trend regarding tasks that measure fact-based elementary or root knowledge. These trends are slightly differentiated at a national level, as the time and magnitude of the decline or increase may vary.

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“…Targeting science at the primary education stage is pivotal given that by the age of 14 students have developed interest in and attitudes towards science in schools (DeWitt, Archer, & Osborne, 2014;Osborne & Dillon, 2008) but leading up to this, positive attitudes towards science decline with age and this decline starts from as early as 7 years of age (Said, Summers, Abd-El-Khalick, & Wang, 2016). Recent findings from various international assessments such as PISA (Kjaernsli & Lie, 2011) and TIMSS (Martin, Mullis, Foy, & Hooper, 2016) demonstrate that there is a generally low tendency for primary school children in the UK to engage with science, both during their education and in terms of future career aspirations. To develop a more literate population and to avoid issues of declining interest in science, young people need to continue learning science and therefore need to be given the opportunity to develop such interests as early as possible According to the most recent TIMSS evaluation fewer than half of primary school children in England reached a high or advanced benchmark for science at the fourth grade level (Martin et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

Hast¹

2017

IES

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For some time a central issue has occupied early science education discussions -primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers' willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers' views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.

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Students’ Preference for Science Careers: International comparisons based on PISA 2006

Cited by 80 publications

References 8 publications

Who likes math where? Gender differences in eighth-graders’ attitudes around the world

Who likes math where? Gender differences in eighth-graders’ attitudes around the world

Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

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