The formation of science choices in secondary school
The formation of science choices in secondary school
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DOI：
10.1080/0950069042000323746
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发表时间：
2005-03-18
影响因子：
2.3
通讯作者：
Cleaves, A
中科院分区：
文献类型：
--
作者：
Cleaves, A
在这篇论文中，我研究了在强制性理科课程的注册方面，在成绩较高的学生中，超过3年的16岁后选择的形成。对72名中学生在3年内进行的4次访谈的笔录进行了定性分析。研究发现，随着时间的推移，学生们会以各种各样的方式选择科学。关于科学选择的情况取决于更加动态的考虑，而不是潜在的高级理科生的刻板形象，从小就致力于成为一名科学家。自我认知与科学、工作科学家的职业形象、与重要成年人的关系以及对学校科学的认知之间存在相互作用。研究结果对科学教育者和职业指导专业人员提供了信息，他们可能需要考虑年轻人选择的复杂性。
In this paper I examine the formation of post-16 choices over 3 years among higher achieving students with respect to enrolment in post-compulsory science courses. Transcripts from four interviews carried out over 3 years with 72 secondary school students were qualitatively analysed. Students were found to shape their choices for science in a variety of ways across time. The situation regarding science choices hinges on far more dynamic considerations than the stereotypical image of the potential advanced science student, committed to becoming a scientist from an early age. There is an interplay of self-perception with respect to science, occupational images of working scientists, relationship with significant adults and perceptions of school science The findings are informative for science educators and for career guidance professionals who may need to take into account the complexity of young people's choices.