Different countries, same science classes: Students’ experiences of school science in their own words
Lyons, Terry (2006) Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), pp. 591-613.
This paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes revolve around the transmissive pedagogy, decontextualized content, and unnecessary difficulty of school science commonly reported by students in the studies. Their collective experiences are used as a framework for examining student conceptions of, and attitudes to, school science more generally, drawing on an extensive range of international literature. The paper argues that the experiences of students in the three studies provide important insights into the widespread declines in interest and enrolments in high school and university science courses.
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|Item Type:||Journal Article|
|Keywords:||Science education, international comparison, science participation, attitudes to science|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||© 2006 Taylor & Francis|
|Deposited On:||08 Feb 2016 03:30|
|Last Modified:||01 Mar 2016 03:07|
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