Conceptualising positive student learning experiences in secondary science.

近几十年来，学生参与中学后科学教育的人数明显下降，而科学、技术、工程和数学学科的参与人数明显增加。迄今为止，探索积极学习经验如何概念化的研究有限，但有新的研究证据表明，积极学习经验对学习各方面的影响，包括学术发展、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维度如何有助于考虑中学科学学生的积极学习经验。本文的总体目标是探索学生如何将中学科学中的积极学习经验概念化，然后考虑这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政策考虑具有明确的含义）。本研究是由两个阶段组成的单一方法解释性探究。第一阶段包括两个系统综述，以综合现有的研究证据，第一个系统综述将侧重于科学学习背景下的情感和情感，第二个系统综述将侧重于促进科学中积极学习经验的因素。从系统评价中合成的证据将构成调查的第二阶段，即访谈阶段，在英格兰东北部的学校使用半结构化访谈，全面探索学生（13 - 14岁）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.