Pupils' and parents' views of the school science curriculum

By Jonathan Osborne, S. Collins. 2000

297 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/05286c0a117b97d52d45f2582eb6e2e95b3cbcc4

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Citations in the corpus

Science Teaching and Learning Activities and Students' Engagement in Science (2013, background): “Osborne and Collins (2000) in their study of 144 English students found that ‘without exception, pupils expressed a greater interest”
The Impact of Gender on Interest in Science Topics and the Choice of Scientific and Technical Vocations (2011, background): “According to Osborne and Collins (2000), the recruitment and retention of able, bright, and enthusiastic teachers guarantees the quality of science education, which will have a significant impact on students’ attitudes towards sciences.”
Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, methodology): “● Generally students rated each physics content area equally, in contrast with Osborne and Collins’ (2000) findings. ● Those students who studied physics to help people – the saviours, predominately girls – showed a greater preference for content related to human aspects. ● Students who studied phys”
Factors Affecting Junior High School Students' Interest in Physics (2006, background): “Osborne and Collins (2000) claim that, for many, contemporary curricula put too much emphasis on undemanding activities such as recall, copying and a lack of intellectual challenge.”
Characterizing children’s spontaneous interests in science and technology (2005, background): “Among the sciences, biology was well received in England (Murray & Reiss, 2003; Osborne & Collins, 2000; Qualter, 1993) and Australia (Dawson, 2000), even more so among girls.”
Learning progressions and teaching sequences: a review and analysis (2011, background): “An examination of UK and US school curricula reveals dated, disconnected and isolated units of instruction to be the norm (NRC, 2007; Osborne & Collins, 2000; Schmidt, Wang, & McKnight, 2005).”
An Investigation of Students’ Personality Traits and Attitudes toward Science (2011, background): “It is recommended that school science teachers work to provide more personal autonomy in school science, because of its power and the consensus that science offers little space for the pupils as an autonomous intellectual agent (Donnelly, 2001; Osborne & Collins, 2000).”
Important but not for me: students’ attitudes towards secondary school science in England (2005, methodology): “For example, the focus group approach used by Osborne and Collins (2000) led them to conclude that students considered science to be an important subject in the school curriculum but that they valued science education in terms of career benefits rather than as a subject of intrinsic interest…”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, background): “…interests by inviting them to respond to questionnaires (Dawson, 2000; Qualter, 1993; Sjøberg, 2000; Sjøberg & Schreiner, 2002; Stark & Gray, 1999), participate in focus groups (Osborne & Collins, 2000, 2001), or respond to a student-led review of the science curriculum (Murray & Reiss, 2005).”
Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy (2020, background): “2000) resulting in declining enrolments and poor placements of employable graduates in industries (Osborne and Collins 2000; Weng et al. 2010).”
Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions (2003, background): “Science now found itself at the curriculum high table (House of Commons Science & Technology Committee 2002; Osborne & Collins 2000) alongside mathematics and English.”
Students attitudes towards technology (2015, background): “Often, this lack of enthusiasm is a result of experiences of science and technology at school, since these experiences shape the publics’ conceptions of science and technology (de Vries 2005; Osborne and Collins 2000; Stein and McRobbie 1997).”
Pupils' views of the role and value of the science curriculum: A focus-group study (2001, background): “A report of the full findings is available in Osborne and Collins (2000).”
Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide (2011, background): “Many researchers have noted the increased engagement of girls in curricula in which they can find connections between the presented materials and issues in their lives and in society more generally (Osborne & Collins, 2000; Krogh & Thomsen, 2005).”
Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature (2009, background): “New technologies may also help to increase student motivation (Osborne & Collins, 2000), facilitate clearer thinking, and develop interpretation skills with data (Newton & Rogers, 2003).”