How Relevant Are Science Curricula for Rural and Remote Students?

Autor/inn/en	Lyons, Terry; Quinn, Frances
Titel	How Relevant Are Science Curricula for Rural and Remote Students?
Quelle	In: Australian and International Journal of Rural Education, 24 (2014) 2, S.37-44 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Foreign Countries; Science Curriculum; Rural Areas; Student Attitudes; Student Needs; Scientific Attitudes; Statistical Analysis; Australia; Test of Science Related Attitudes + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Schülerverhalten; Statistische Analyse; Australien
Abstract	This paper reports findings from the Choosing Science study (Lyons & Quinn, 2010) indicating that Australian Year 10 students in small rural or remote areas tend to regard their science lessons as less relevant than do students in larger towns and cities. Specifically, those in small rural or remote schools were significantly more inclined than their city peers to disagree that what they learned in science classes "helped them make sense of the world". They were also significantly more likely to strongly agree that they found science lessons boring, and to strongly disagree that science was one of the most interesting subjects. Potential explanations discussed include a mismatch between science curriculum content and the everyday experiences of students in these regions, the relative shortage of experienced specialist science teachers in rural or remote areas and a lack of opportunities to demonstrate the relevance of school science, among others. The paper considers the implications of these findings in relation to the Australian Science Curriculum and whether it is likely to better address the needs of rural and remote students. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01