Entrenched Compartmentalisation and Students' Abilities and Levels of Interest in Science

Autor/inn/en	Billingsley, Berry; Nassaji, Mehdi; Abedin, Manzoorul
Titel	Entrenched Compartmentalisation and Students' Abilities and Levels of Interest in Science
Quelle	In: School Science Review, 99 (2017) 367, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Academic Ability; Student Interests; Science Instruction; Science Careers; Foreign Countries; Student Surveys; Gender Differences; Scientific Principles; United Kingdom (England) + Suchen Sie Ihr Suchwort? Studieninteresse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Schülerbefragung; Geschlechterkonflikt
Abstract	This article explores the notion that asking and exploring so-called "big questions" could potentially increase the diversity and number of students who aspire to work in science and science-related careers. The focus is the premise that girls are more interested than boys in the relationships between science and other disciplines. The article also examines the view that the practice of entrenched compartmentalisation is squeezing students' curiosity and channelling their thinking away from creative activities such as identifying good questions to ask and devising ways to address them. Based on their findings, the authors suggest that entrenched compartmentalisation could be a barrier in schools to students' intellectual progression and to students', particularly girls', interest in science. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01