The formation of science choices in secondary school

By A. Cleaves. 2005

302 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/41fbc8fdbb2f18b4eda2f984eebe803df788f50a

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS–CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS (2011, methodology): “Still other research reflects the influence of students’ experience of school science (Carlone, 2003, 2004; Cleaves, 2005; Osborne et al., 2003) and of self-concept in science (Beghetto, 2007; Murphy & Whitelegg, 2006).”
Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students (2015, background): “…and developed —or not—by the extent to which students can imagine themselves in certain science-related roles and can perceive science careers as possible and achievable (Aschbacher et al., 2010; Boe, Henriksen, Lyons, & Schreiner, 2011; Cleaves, 2005; Lyons & Quinn, 2010; Taconis & Kessels, 2009).”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “Relationship with peers, family, and other signiﬁcant adults : for example, encouragement (Andre et al.,1999;Bleeker&Jacobs,2004;Cleaves, 2005;Gilbert &Yerrick, 2001;Hatchell,1998;Hazari et al., 2007; Johnson, 1999; Lee, 2002; Smith & Hausafus, 1998; Tai et al., 2005).”
Choosing science: understanding the declines in senior high school science enrolments (2010, background): “The first interpretation is consistent with previous research (e.g. Stables, 1996; Cleaves, 2005; Stagg, 2007) reporting low student familiarity with science careers.”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “Unfortunately, though, children typically express beliefs that science is more difficult than many other school subjects, and that they are better at language arts and math than at science (Andre et al., 1999; Cleaves, 2005; Licht et al., 1989; Watson, McEwen, & Dawson, 1994).”
The Process of Choosing What to Study: A Longitudinal Study of Upper Secondary Students' Identity Work When Choosing Higher Education (2014, background): “It is concluded that there is nomodel for how this interplay turns out, because it turns out differently depending on the students’ trajectories (Cleaves, 2005).”
Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice (2008, background): “for many reasons, not least of which, is that adequate numbers select science in the senior secondary years (Cleaves, 2005; Lindahl, 2003; Simon, 2000; Simpson & Oliver, 1990) in”
Sources of Inspiration: The role of significant persons in young people's choice of science in higher education (2012, background): “Cleaves (2005) found that the secondary school pupils in her research did not see scientists as people they would want to be”
Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, background): “…role is also likely to be exacerbated by the narrow range of images that students have of occupations related to science (Boe et al., 2011; Cleaves, 2005) and previous research has identified that students’ self-perceptions have little overlap with their perceptions of scientists and of…”
Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach (2008, background): “688 While prior work provides insights into the value of using role models, it does not explain the cognitive process involved in girls identifying role models from nontraditional careers for women.”
Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011, methodology): “The type of experiences students have in their STEM classes may play a large role in who decides to remain and who leaves STEM (Cleaves, 2005; Munro & Elsom, 2000; Oakes, 1990; Ware, Steckler, & Leserman, 1985); however, these studies shed little light on what classroom experiences impact student pe”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, unknown): “…has focused primarily on older children (i.e., 4th–12th grade; Baram– Tsabari, Sethi, Bry, & Yarden, 2006; Buccheri, Gurber, & Bruhwiler, 2011; Cleaves, 2005; Folling-Albers & Hartinger, 1998; Jones, Howe, & Rua, 2000; Lindahl, 2007; Moller & Serbin, 1996; Schiefele, 2001; Tai et al., 2006;…”
Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice (2016, background): “Cleaves (2005) also measured students’ self-efficacy through detailed longitudinal interviews and found that taking science courses beyond required courses involved a variety of considerations including not only interest and enjoyment but also competency beliefs such as “confidence in their own…”
Eyeballs in the Fridge: Sources of early interest in science (2010, background): “Cleaves (2005) completed a study in the UK to investigate the formation of students’ choices to enter into a science field in college; he selected students from six schools in a small city of approximately 100,000 people. A total of 69 students were interviewed four times in three years beginning in”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “Two themes that figure prominently among both policy documents and academic research in science education are issues related to developing students' beliefs about their competence in science and advancing students' beliefs about the nature of scientific knowledge and knowing (e.g., Britner, 2007; Cl”
Why school students choose and reject science: a study of the factors that students consider when selecting subjects (2017, background): “increased knowledge of the relevance of a science degree, and a more authentic understanding of the nature and practicalities of being a scientist, may improve the perception of science as a career (Cleaves, 2005; Rodrigues et al., 2007; Tytler & Osborne, 2012).”