Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.775501
Title: Students' attitudes and career expectations in science : a cross-age case study of a specialist science school
Author: Diriyai, Inebimo Ebimere
ISNI:       0000 0004 7962 6777
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2019
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Abstract:
This cross-age study explores factors impacting students' attitudes and career expectations towards science in a 'specialist science' secondary school for 11 to 18 year olds in the North East of England. It examines these from perspectives of two potential spheres of influence, namely the school and individual. The study adopted a case study approach using qualitative data collections methods such as semi-structured interviews with science teachers and other staff in the school; group discussions and science lesson observations of students aged 12 to 17 years old. These were supplemented with questionnaire data and document analysis. Data were collected during one academic year, allowing changes in students' attitudes and science career expectations and the impact of the spheres of influence on these to be investigated. Data were analysed using thematic analysis. Collectively, data provided a detailed account of students' experiences in science across three age groups; 12 to 13; 14 to 15 and 16 to 17 through an academic year. The range of students' career expectations and attitudes observed are categorised. Categories identified in all ages include Scientists, The Ambivalent, Non-Scientists and Resisters. Both spheres impact on students' attitudes and career expectations towards science. To enhance recruitment to science post-16, helping students become aware of their attitudes and career expectations and the impact of these spheres of influence may be useful. Data show recruitment may be enhanced with effective intervention and curriculum enrichment opportunities.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.775501  DOI: Not available
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