Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students

Anderhag, Per; Emanuelsson, Patrik; Wickman, Per‐Olof; Hamza, Karim

doi:10.1080/09500693.2012.696738

Cited by 40 publications

(33 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The participants' expressed values, assumptions and beliefs about schooling resonated with the schools' culture and this augurs well for the students' own success (Van Houtte 2005). Certainly, there is considerable variation among schools in supporting students' engagement in science and the nuanced characteristics of these schools' cultures warrant further scrutiny (Anderhag et al 2013).…”

Section: Discussionmentioning

confidence: 99%

“…As noted by Anderhag et al (2013), various reports have foreshadowed that many Western countries will experience a future shortage of workers adequately prepared for scientific, engineering and technical industries (OECD, 2007;Tytler et al 2008). The Australian Industry Group (AIG) recently reported that "75% of the fastest growing occupations require STEM skills and knowledge…young people are not acquiring the STEM skills we need" (AIG, 2013, p. ii).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

et al. 2017

View full text Add to dashboard Cite

Background: Prompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary school physics. We interviewed 18 female students about influences they considered important to their own science education, interest in science, and future science-related aspirations. Our purpose was to identify the experiences that these students most strongly associated with the generation and maintenance of their engagement in science, particularly represented in this research by their enrolment in upper secondary physics.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Ramberg (2006) menar att flickor i Norge ofta tvekar att välja den mest avancerade matematikkursen om man inte har minst betyget 5 (av 6) på tidigare kurser i matematik, medan pojkar kan tänka sig att betyget 3 räcker för att klara samma kurs. Det finns också statistik som visar att flickor som valt naturvetenskapsprogrammet i Sverige respektive naturvetenskaplig inriktning i Norge i genomsnitt hade bättre betyg i matematik än pojkar på samma utbildning (Bjørkeng, 2011;Reuterberg & Svensson, 2000) och att den positiva korrelationen mellan matematikbetyget och att söka naturvetenskapsprogrammet är starkare för flickor (Anderhag, Emanuelsson, Wickman, & Hamza, 2013). Det kan tolkas som att flickor som inte har ett högt betyg i matematik avstår från att söka program med Matematik 1c eller med andra ord att matematikämnet har en större påverkan på flickors programval, åtminstone gällande viljan att gå naturvetenskaps-eller teknikprogrammet.…”

Section: Könsskillnader I Gymnasievaletunclassified

“…Anderhag et al, 2013;Erikson & Rudolphi, 2010). Research has revealed a correlation between students' socio economic backgrounds and their career choices.…”

Section: Introductionmentioning

confidence: 99%

Matematikämnet och stadiebytet mellan grundskolan och gymnasieskolan : En enkät- och klassrumsstudie

Larson¹

2014

View full text Add to dashboard Cite

“…En hundrapoängskurs motsvarar ungefär fyra veckors heltidsstudier. Även om studien inte syftar till att beskriva eventuella nivåspecifika likheter eller skillnader, ansågs högstadiet vara intressant då det framförallt är här som negativa attityder till naturvetenskap uttrycks (Tytler, et al, 2008) och att elever på gymnasiets naturvetenskapsprogram kan sägas ha valt en naturvetenskaplig utbildningskarriär (Anderhag, Emanuelsson, Wickman & Hamza, 2013).…”

Section: Metodunclassified

Syften och tillfälligheter i högstadie- och gymnasielaborationen: En studie om hur elever handlar i relation till aktivitetens mål<br>Purposes and contingencies in the lower and upper secondary school lab

Anderhag

Thorell²,

Andersson³

et al. 2014

NorDiNa

Self Cite

View full text Add to dashboard Cite

Per Anderhag är doktorand i naturvetenskapsämnenas didaktik vid Stockholms universitet. Hans forskningsintresse är elevers intresse för naturvetenskap. Per har en bakgrund som ämneslärare i biologi och naturkunskap. Helena Danielsson Thorell är doktor i kemi och ämneslärare i kemi och matematik. Hon är nu lektor på gymnasiet.Carina Andersson är ämneslärare i naturvetenskapliga ämnen och matematik och arbetar på grundskolan.Andreas Holst är ämneslärare i naturvetenskapliga ämnen och matematik och arbetar på grundskolan.Johan Nordling är ämneslärare i biologi och kemi och arbetar på gymnasiet.Studien genomfördes inom ramen för Stockholm stads ämnesdidaktiska nätverk. PER ANDERHAG AbstractStudies have shown that students' awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students' work with a laboratory assignment and (b) how these purposes are made continuous with the teacher's aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher's intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity's final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students' prior experiences. Syften och tillfälligheter i högstadie-och gymnasielaborationen:En studie om hur elever handlar i relation till aktivitetens mål

show abstract

Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students

Cited by 40 publications

References 25 publications

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

Matematikämnet och stadiebytet mellan grundskolan och gymnasieskolan : En enkät- och klassrumsstudie

Syften och tillfälligheter i högstadie- och gymnasielaborationen: En studie om hur elever handlar i relation till aktivitetens mål<br>Purposes and contingencies in the lower and upper secondary school lab

Contact Info

Product

Resources

About