The Introduction of New Science Curricula in England and Wales

Choppin, Bruce

doi:10.1086/445776

Cited by 16 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Biology has been frequently found to be the most preferred science; certainly the current UK examination statistics show a marked preference for this particular science subject by female candidates. A further analysis of the IEA data for the UK referred to earlier (Comber and Keeves, 1973) was carried out by Choppin (1974) who reported that the liking by both males and females for Chemistry and Physics declined after the age of fourteen years, although the gap between them remained about the same.…”

Section: Psychological and Social Aspects Of Gender Differencesmentioning

confidence: 89%

Gender Differences in School Science Examinations

Forrest¹

1992

Studies in Science Education

View full text Add to dashboard Cite

Section: Psychological and Social Aspects Of Gender Differencesmentioning

confidence: 89%

Gender Differences in School Science Examinations

Forrest¹

1992

Studies in Science Education

View full text Add to dashboard Cite

“…Secondly, it is often very difficult to ascertain from studies whether attitudes towards science differ from other school subjects. Some studies which have investigated this directly have found attitudes relatively similar among different subjects (Hendley, Stables and Stables, 1996) while others report a more rapid decline in science than other subjects (Choppin, 1974). Thirdly, it is also very difficult to tell how negative or positive students are in the various studies.…”

Section: Findings In Attitude Researchmentioning

confidence: 98%

Examining Changing Attitudes in Secondary School Science

Barmby

Kind

Jones

2008

International Journal of Science Education

289

166

View full text Add to dashboard Cite

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis study, carried out in England, examined the variation of attitudes towards science over the first three years of secondary schooling and with gender. The study in question was part of an evaluation of the Lab in a Lorry project, and involved 932 pupils completing a pre-measure questionnaire containing items looking at six separate attitude constructs. From this data, two main patterns emerged; pupils" attitudes towards science declined as they progressed through secondary school, and this decline was more pronounced for female pupils. These conclusions are largely in agreement with previous studies in this field. However, in examining separate attitude constructs, we were also able to identify that the sharpest decline occurred specifically for pupils" attitude towards learning science in school. Furthermore, using linear regression, we identified that as pupils progress through school, this construct becomes a greater influence on attitudes towards future participation in science. Therefore, we also concluded that learning science in school is a particular area that needs to be concentrated upon, if we are to improve children"s attitudes towards science. In the final part of the paper, we drew on interview data obtained from 44 pupils involved in the Lab in a Lorry study. Pupils" comments in these interviews provided further insight into why pupils are "switched off" by school science. We drew out the most prevalent themes that emerged in the interviews, in order to provide further insight into why pupils do not enjoy science in school.

show abstract

“…However, a disturbing picture emerges of a deterioration in attitudes after experience of secondary school science (Choppin 1974, Hadden and Johnstone 1983, Simpson and Oliver 1985. Marland (1983) argued that teachers had a crucial role to play in the development of attitudes (cf., DES 1975) and Gardner (1974) considered that curricular and teaching behaviour would have to change along new dimensions if pupils' attitudes to science were to be improved.…”

Section: Achievement and Attitudesmentioning

confidence: 99%

Girls and boys and practical science

Robertson¹

1987

International Journal of Science Education

View full text Add to dashboard Cite

The Introduction of New Science Curricula in England and Wales

Cited by 16 publications

References 0 publications

Gender Differences in School Science Examinations

Gender Differences in School Science Examinations

Examining Changing Attitudes in Secondary School Science

Girls and boys and practical science

Contact Info

Product

Resources

About