Pupils' views of the role and value of the science curriculum: A focus-group study

By Jonathan Osborne, Susan Collins. 2001

663 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/acac7f2bdc136b4be292f0c0e8e51cb8b3c7d0fb

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students (2018, background): “A number of studies also argued the roles of teachers’ self efficacy and students’ interest and learning motivation in their accomplishment of science related tasks and academic pursuits (e.g., Llbao et al., 2016; Barmby, Kind, & Jones, 2008; Jegede, 2007; Osborne & Collins, 2001).”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “Previous research has already reported that students consider scientific practice as a dangerous work by many female students (Osborne & Collins, 2001).”
Teaching for quality learning in chemistry (2005, neutral): “Disengagement with school science, for example, has been discussed by, among others, Baudoin et al. (1999), Stark and Gray (1999), Millar and Osborne (1999) and Osborne and Collins (2001).”
Important but not for me: students’ attitudes towards secondary school science in England (2005, background): “In contrast, Osborne and Collins collected data about students’ and parents’ views of the English school science curriculum by means of focus groups in a project that began in 1997 (Osborne & Collins, 2000, 2001).”
Would You Want to Talk to a Scientist at a Party? High school students’ attitudes to school science and to science (2009, background): “Much more limited use has been made of interviews (e.g., Piburn & Baker, 1993) and, more recently, focus groups (Osborne & Collins, 2001).”
Characterizing children’s spontaneous interests in science and technology (2005, methodology): “Again, this interest in space science among Israeli students mirrors that found among students elsewhere (for example, Osborne & Collins, 2001; Sjøberg, 2000b), as well as among Spanish scientific television programme viewers, where the biggest audience share was recorded for episodes concerning…”
Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, background): “Osborne and Collins (2001) reported the views of 144 16-year-olds from schools in England.”
HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS–CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS (2011, background): “…USA (National Academy of Sciences 2005), and a considerable body of evidence now exists highlighting how, compared to other school subjects, science does not succeed at engaging the majority of young people (Jenkins & Nelson, 2005; Lyons, 2006; Osborne & Collins, 2001; Sjøbeg & Schreiner, 2005).”
Talking Science: The research evidence on the use of small group discussions in science teaching (2010, background): “This has led to considerations of the role of argument in school science, in the sense of putting forward claims and supporting them with sound and persuasive evidence (e.g. Newton, Driver, & Osborne, 1999; Osborne & Collins, 2001).”
What Makes Biology Learning Difficult and Effective: Students' Views. (2012, background): “Osborne and Collins (2001) also report that students’ diminishing interest in learning science was due to the curriculum content being overloaded and not generally related to working life, the lack of discussion of topics of interest, the absence of creative expression opportunities, the alienation…”
Developing a Scale to Measure Students’ Attitudes toward Chemistry Lessons (2009, background): “For example, in a qualitative study involving 144 16-year-old students in the UK, Osborne and Collins were surprised to find that ‘the subject that attracted the most vehement expression for its lack of relevance and appeal was chemistry’ (2001, pp. 448–449). Rop (1999) also criticised the chemical ”
Students attitudes towards technology (2015, background): “…factors that appear in different studies are perceived difficulty of science and technology (e.g. van den Broek et al. 2010; Angell et al. 2004; Osborne and Collins 2001; Tytler et al. 2008) and the beliefs one has regarding the consequences of science and technology (e.g. Bame et al. 1993;…”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “For example, Julie, a participant in the Osborne and Collins (2001) study, sought understanding and thus found school science unsatisfying: Julie: If you see something and you want to know what—that’s what makes it interesting.”