Conceptualising positive student learning experiences in secondary science.

近几十年来，学生对科学、技术、工程和数学(学科)的参与率明显下降，并明显增加了对科学、技术、工程和数学(科目)的参与率。到目前为止，探索积极学习体验是如何概念化的研究有限，但越来越多的研究证据表明，积极学习体验对学习维度的影响，包括学业发展、学习者身份以及学习的情感和情感方面。因此，重要的是要以整体的方式考虑这些不同的方面如何有助于考虑中学理科学生的积极学习体验。这篇论文的总体目的是解释学生是如何将中学科学中的积极学习经验概念化的，然后考虑如何为科学教学和实践提供信息(对科学课程和教师发展以及未来的政策考虑具有明确的影响)。本研究是一项由两个阶段组成的单一方法解释性研究。第一个阶段包括两个系统综述，以综合现有的研究证据，第一个系统综述将集中在科学学习背景下的情感和情绪，第二个系统综述将集中在有助于科学积极学习体验的因素上。从系统评估中合成的证据将构成调查的第二阶段-面试阶段，使用英格兰东北部学校的半结构化面试，与学生(13-14岁)全面探索他们如何概念化和理解他们在科学方面的学习经历。

In recent decades, there has been an apparent decline in student participation in science post secondary education, and a clear drive to increase participation in science, technology, engineering, and mathematics ( subjects. To date, there is limited research that explores how positive learning experiences are conceptualised,yet there is emerging research evidence about their influence on dimensions of learning including academic development, learner identity and emotional and affective aspects of lea rning. It is therefore important to consider in a holistic way how these different dimensions might contribute to a consideration of what positive learning experiences look like for students in secondary science. The overall aim of this thesis is to explor e how positive learning experiences in secondary science are conceptulised by students and then to consider how this can inform science pedagogy and practice (with clear implications for science curriculum and teacher development, and future policy conside rations). This study is a single method interpretive inquiry that consists of two phases. The first phase consists of two systematic reviews to synthesise existing research evidence the first systematic review will focus on affect and emotion in the context of science learning and the second systematic review will focus on factors that contribute to positive learning experiences in science. The evidence synthesised from systematic reviews will frame the second phase of this inquiry the interview phase, using semi structured interviews in North East England schools to holistically explore with students (aged 13 14 years) how they conceptualise and make sense of their learning experiences in science.