Important but Not for Me: Students' Attitudes Towards Secondary School Science in England

Autor/inn/en	Jenkins, Edgar W.; Nelson, N. W.
Titel	Important but Not for Me: Students' Attitudes Towards Secondary School Science in England
Quelle	In: Research in Science and Technological Education, 23 (2005) 1, S.41-57 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Foreign Countries; Secondary School Science; Outcomes of Education; Science Education; Student Attitudes; Secondary School Students; Gender Differences; Norway (Oslo); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Naturwissenschaftliche Bildung; Schülerverhalten; Sekundarschüler; Geschlechterkonflikt
Abstract	This article presents some of the results of the questionnaire-based Relevance of Science Education Project (ROSE) carried out in England in the latter half of 2003 as part of a wider international comparative study based at the University of Oslo. Data, drawn from 1277 students, most of whom were 14 or 15 years old, indicate their views about their school science education, their choice of careers and what they would most like to learn about in their science lessons. The findings are placed in the context of other accounts of the 'student voice' in science education and their implications for policy and science curriculum reform are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10