Student attitudes and aspirations towards science Tytler, Russell and Osborne, Jonathan 2012, Student attitudes and aspirations towards science. In Fraser, Barry. J, Tobin, Kenneth G. and McRobbie, Campbell J. (ed), Second international handbook of science education, Springer, Dordrecht , Netherlands, pp.597-625, doi: 10.1007/978-1-4020-9041-7_41. Attached Files Name Description MIMEType Size Downloads Title Student attitudes and aspirations towards science Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Osborne, Jonathan Title of book Second international handbook of science education Editor(s) Fraser, Barry. J Tobin, Kenneth G. McRobbie, Campbell J. Publication date 2012 Series Springer International Handbooks of Education; v. 24 Chapter number 41 Total chapters 96 Start page 597 End page 625 Total pages 29 Publisher Springer Place of Publication Dordrecht , Netherlands Keyword(s) attitudes gender identity informal learning teaching Summary Research on student attitudes and aspirations towards science has been an increasing focus of concern in the past decade. Much of this is driven by a growing concern about students’ lack of interest in the further study of science in advanced societies. Because attitude to science is a multifaceted construct, the chapter first reviews research into attitudes in order to develop principles for its meaningful measurement. We then explore the main features of student responses to science and examine the common assertion that there is a negative downward trend as many have suggested. Recent research clearly shows a negative correlation between a country’s developmental index and student attitudes to science. The effects of gender, teacher quality and pre-adolescent experience on student attitudes and aspirations towards science are examined in some detail, as well as a number of other factors in attempting to understand the complex pathways and choices that students make throughout their schooling about the study of STEM subjects. The construct of identity is used to make sense of the variety of attitudes and aspirations of students towards science, with particular emphasis on gender and youth in post-industrial societies. Finally, the role of enrichment experiences in science is examined, as a real and potential influence on student engagement with science. ISBN 1402090412 9781402090417 Edition 2nd Language eng DOI 10.1007/978-1-4020-9041-7_41 Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category B1 Book chapter ERA Research output type B Book chapter Copyright notice ©2012, Springer Persistent URL http://hdl.handle.net/10536/DRO/DU:30042178 Document type: Book Chapter Collections: Faculty of Arts and Education School of Education ERA Postprints 2018 ERA Submission Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 14 Feb 2012, 11:27:21 EST Tue, 14 Feb 2012, 11:28:38 EST Fri, 17 Feb 2012, 13:03:08 EST Fri, 17 Feb 2012, 13:06:09 EST Wed, 02 Jul 2014, 09:44:31 EST Wed, 02 Jul 2014, 09:50:17 EST Wed, 02 Jul 2014, 13:55:54 EST Wed, 16 Jul 2014, 09:57:53 EST Fri, 03 Oct 2014, 13:01:01 EST Sat, 12 Aug 2017, 02:34:00 EST Wed, 04 Apr 2018, 16:31:11 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 63 times in Scopus Search Google Scholar Access Statistics: 1154 Abstract Views, 14 File Downloads  -  Detailed Statistics Created: Tue, 14 Feb 2012, 11:27:13 EST by Kylie Koulkoudinas

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