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Why do secondary school students lose their interest in science?: A possible overlooked explanation
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.ORCID-id: 0000-0002-2164-1291
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Nationell ämneskategori
Didaktik
Forskningsämne
naturvetenskapsämnenas didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-108071OAI: oai:DiVA.org:su-108071DiVA, id: diva2:753659
Tillgänglig från: 2014-10-08 Skapad: 2014-10-08 Senast uppdaterad: 2016-12-16
Ingår i avhandling
1. Taste for Science: How can teaching make a difference for students’ interest in science?
Öppna denna publikation i ny flik eller fönster >>Taste for Science: How can teaching make a difference for students’ interest in science?
2014 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The objective of the thesis is to describe and analyse aspects of home background and teaching that may be important for students’ capability and will to participate in science. The purpose is to make explicit how teaching can support students in developing an interest in science and so counter-balance the restricted opportunities some students may have due to upbringing. In study 1 population data is used to make evident what associations there are between home background variables and the students’ choice of applying for the Swedish post-compulsory Natural Science Programme (NSP). The findings show that home background is important for Swedish students’ choice of the NSP but also that some lower secondary schools can make a difference. Students’ interest in science has usually been examined through questionnaires and rarely studied as constituted in classroom action as a result of teaching. In study 2 therefore an action-oriented methodology is developed based on the concept of taste to study what difference a teacher can make for the constitution of interest in the science classroom. The concept of taste is grounded in pragmatism and the works of Pierre Bourdieu and acknowledges the affective, normative, and cognitive dimensions of situated science learning. In study 3 this methodology is used to examine how a teacher located through Study 1 supports his students in developing an interest in science. The results of study 3 suggest how teaching can make the object of science the focus of students’ interest and so showing that science, with its aims, norms, and values, can be enjoyed in itself. Study 4 draws on the findings of studies 1-3 to discuss the possibility of an overlooked field in studying interest in science; namely whether primary, secondary, tertiary students in effect have different objects of interest. The findings of studies 1-4 are used to discuss how teaching may make a difference to a continued student interest in science.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Mathematics and Science Education, Stockholm University, 2014. s. 90
Serie
Doctoral thesis from the department of mathematics and science education ; 9
Nyckelord
interest in science, taste for science, norms, values, aesthetics, secondary school, home background, teaching, learning, equity, pragmatism, Bourdieu
Nationell ämneskategori
Didaktik
Forskningsämne
naturvetenskapsämnenas didaktik
Identifikatorer
urn:nbn:se:su:diva-108074 (URN)978-91-7649-001-3 (ISBN)
Disputation
2014-11-14, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 10:00 (Engelska)
Opponent
Handledare
Anmärkning

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 3: In press. Paper 4: Manuscript.

Tillgänglig från: 2014-10-23 Skapad: 2014-10-08 Senast uppdaterad: 2014-11-21Bibliografiskt granskad

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Av författaren/redaktören
Anderhag, PerWickman, Per-OlofJakobson, BrittHamza, Karim Mikael
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Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Didaktik

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