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Self-positioning in relation to science: the stories of nine adolescents.
- Source :
- International Journal of Science Education; Feb2024, Vol. 46 Issue 3, p240-280, 41p
- Publication Year :
- 2024
-
Abstract
- While students tend to enjoy their science learning at a young age, as they mature, they tend to distance themselves from science, becoming less motivated to engage with science and holding negative attitudes towards science. In parallel, a career choice in science often begins to develop during early adolescence. To understand how the environment and students' inner worlds shape the development of their self-positioning in relation to science, this longitudinal study followed nine adolescents, aged 10–14, over 3 years, in and out of school, and created nine individual stories describing these participants' self-positioning in relation to science, and how these positions changed, from their perspective, over time and contexts. We found some common experiences that played a role in the participants' self-positioning in relation to science. In several of these experiences, the longitudinal nature of this study became apparent. This study highlights the complexity of adolescents' self-positioning in relation to science and how these positions change over time. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 09500693
- Volume :
- 46
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- International Journal of Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 175415339
- Full Text :
- https://doi.org/10.1080/09500693.2023.2228994