Enabling Learners Starts with Knowing Them: Student Attitudes, Aspiration and Anxiety towards Science and Maths Learning in an Australian Pre-University Enabling Program

Autor/inn/en	Lisciandro, Joanne G.; Jones, Angela; Geerlings, Peter
Titel	Enabling Learners Starts with Knowing Them: Student Attitudes, Aspiration and Anxiety towards Science and Maths Learning in an Australian Pre-University Enabling Program
Quelle	In: Australian Journal of Adult Learning, 58 (2018) 1, S.13-40 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Foreign Countries; Student Attitudes; Anxiety; Science Instruction; Mathematics Instruction; College Preparation; High School Students; Student Surveys; Emotional Response; Academic Aspiration; Student Experience; Expectation; Career Choice; Social Development; Emotional Development; Student Needs; Affective Behavior; Statistical Analysis; Program Effectiveness; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Angst; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Emotionales Verhalten; Studienerfahrung; Expectancy; Erwartung; Soziale Entwicklung; Gefühlsbildung; Affective disturbance; Active behaviour; Affektive Störung; Statistische Analyse; Qualitative Forschung; Australien
Abstract	Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, 'OnTrack', were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and teacher training. Greater attention should be given to both student's affective needs and their understanding of future course content during their enabling education experience to redress negative emotional learning experiences and safeguard student expectations, satisfaction, and retention in the future. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01