Characterizing children’s spontaneous interests in science and technology

By A. Baram‐Tsabari, Anat Yarden. 2005

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/31f6a4f83a8b607063470dbc6480ea9b25a87438

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Slovakian Students' Attitudes toward Biology (2007, methodology): “Current study of Baram-Tsabari and Yarden (2005) using method of children’s spontaneous questions found that children’s interest in human biology increases with age relative to the interest in zoology which showed opposite tendency.”
Effects of Keeping Animals as Pets on Children's Concepts of Vertebrates and Invertebrates (2008, background): “Girls are additionally more interested in human biology than boys (Dawson, 2000; Baram-Tsabari & Yarden, 2005; Uitto et al., 2006) and drawings of human anatomy are related to animal anatomy in children’s drawings (Tunnicliffe & Reiss, 1999b, 2001).”
Students' questions: a potential resource for teaching and learning science (2008, background): “But what about the nature and kinds of questions posed by children beyond the classroom walls? To characterise young people's spontaneous interests in science and technology, Baram‐Tsabari and Yarden ( 2005 ) analysed 1676 questions submitted by Israeli children to a series of television programmes.”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, methodology): “Using a similar methodology, we were previously able to characterize Israeli students’ interests in science and technology ( Baram-Tsabari & Yarden, 2005 ).”
Girls’ biology, boys’ physics: evidence from free‐choice science learning settings (2008, methodology): “It was also shown that young children are very interested in animals, and their interest shifts toward human biology as they approach puberty (Baram‐Tsabari and Yarden 2005 , 2007 ; Baram‐Tsabari et al.”
Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View (2008, background): “Listening to the students’ voice could highlight their point of view and should help to direct program and curriculum development in formal as well as informal settings ( Baram-Tsabari and Yarden 2005; Osborne and Collins 2001).”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “…in science also vary across gender with older elementary and middle school boys expressing more interest in X-rays and technology and girls expressing more interest in health, animals, and biology (Baram-Tsabari & Yarden, 2005; Baram-Tsabari et al., 2006; Dawson, 2000; Farenga & Joyce, 1999).”
Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science (2012, background): “…is plentiful suggesting that children’s interest in science-related topics varies by gender during early childhood and the elementary school years (Baram-Tsabari & Yarden, 2005; Folling-Albers & Hartinger, 1998; Maltese & Tai, 2011; Moller & Serbin, Science Education, Vol. 96, No. 5, pp. 763–786…”