When science is “another world”: Relationships between worlds of family, friends, school, and science

Abstract

The purpose of this article is twofold: to describe a model for understanding how students' responses to science are related to the degree of congruency between their worlds of family, friends, school, and science; and to explore the implications of this model for practice and policy in science education. The study focuses on the meaning-perspectives of students to understand how they differentially experience school science. On the basis of classroom observations, teacher recommendation, and students' willingness, 43 high school science students were interviewed to gain information on their perceptions of school and science, the importance and influence of friends on these perceptions, and family conditions that were significant to their lives. Through the identification of five distinctive patterns regarding the relationship between personal experiences and success in school and science, this study draws attention to the necessity of curriculum and school practices that facilitate the integration of students' multiple worlds.

Dimensions of science capital: exploring its potential for understanding students’ science participation

“…In many ways, our analyses confirmed findings from previous surveys, as well as being consistent with other work around aspirations and participation in science (c.f. Archer & DeWitt, 2016;Costa, 1995;Gilmartin et al, 2006). For instance, the data highlighted the small proportion of students with high levels of science capital (who are, critically, also most likely to want to pursue science in the future).…”

Towards the Achievement of a Unified, Uniform and Socially-Just 'Gifted Education Policy Acceptable on a Global Scale

“…Students success in science depends on the degree of cultural difference students perceive between their life-world and science classroom; how effectively students move between their life-world culture and the culture of science or school science; and, the assistance students receive in making those transition easier (Jegede & Aikenhead, 1999;Costa, 1995;Jegede, 1995;Phelan, Davidson & Cao, 1991). The interaction between students' life-world culture and culture of school science may be conflicting, and may lead to a painful cognitive conflict which students want to overcome.…”

“…Although Subotnik et al (2011) presented a comprehensive review based on psychological science that proposed a direction forward to re-thinking gifted education and giftedness, however it was found that the authors overlooked the relevant cultural aspects of gifted education. It is evident that both general and gifted students representing diverse cultural backgrounds regularly encounter cognitive conflicts which affect their learning of sciences (Aikenhead, 2000;2001;Costa, 1995;Jegede, 1995;Jegede & Aikenhead, 1999;Phelan, Davidson & Cao, 1991). And this situation will inevitably impact on the development of psychosocial skills among gifted students who are particularly from culturally diverse backgrounds.…”

An Exploration in the Measurement and Application of Attitude Towards Science based on Social Constructivism

“…대표적인 도구로 는 Simpson과 Troost가 개발한 Simpson-Troost Attitude Questionnaire(STAQ) 척도가 있었다 (Aikenhead, 1996;Costa, 1995;Phelan et al, 1991 . 이 도구는 5점 척도로 구성된 22문항으로 이루어져 있으며 과학에 대한 흥미(science is fun for me), 동료(peer models), 과학 수업에 대한 동기 (motivation in school), 자신의 노력(self-directed effort), 가족(family models)이라는 5개의 하위 요 인으로 구성되어 있다.…”