Important but not for me: students’ attitudes towards secondary school science in England

By E. Jenkins, N. Nelson. 2005

406 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Geography, Planning and Development

View Paper: https://www.semanticscholar.org/paper/fd2e8585481501c2fc5871d0dd60d9b758bfdba6

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Citations in the corpus

Doing phenomenology in science education: a research review (2008, background): “Empirical studies also show how most students experience science as ‘not for them’ (Jenkins & Nelson, 2005), indicating an alienated distance between themselves and the ‘science world’.”
Study choice and career development in STEM fields: an overview and integration of the research (2015, background): “about age 10, from around age 11 or 12 many adolescents in Western countries indicate that a study path or profession in a STEM-field is ‘not for me’ (DeWitt et al. 2013; Jenkins and Nelson 2010; OECD 2008).”
In Pursuit of Validity: A comprehensive review of science attitude instruments 1935–2005 (2008, background): “Email: blalock@uthscsa.edu striking disinterest in science careers have prompted multiple research studies (e.g., Convert, 2005; Jenkins & Nelson, 2005; Osborne & Collins, 2001; Schreiner & Sjøberg, 2004; Sheridan, 2006; Sudas & Iurasova, 2006).”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, background): “The student was regarded as an object of study but not as someone who could make an informed judgment on what should be taught in school science courses (Jenkins & Nelson, 2005).”
Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, result): “Such a perspective is also in alignment with our theoretical framework which emphasises the way in which identity is a consideration both of what is ‘not me’ as well as what is ‘me’ (Jenkins & Nelson, 2005; Said, 1978).”
Science Teaching and Learning Activities and Students' Engagement in Science (2013, result): “However, while some recent studies have been relatively large scale (e.g. Cerini, Murray, & Reiss, 2003; Jenkins & Nelson, 2005), none has produced nationally representative results.”
Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students (2015, background): “…a persistent disparity between these positive attitudes and science aspirations (Archer et al., 2010; DeWitt et al., 2013; National Foundation for Educational Research, 2011), suggesting that many students hold the perspective that science is ‘important, but not for me’ (Jenkins & Nelson, 2005).”
Developing a Scale to Measure Students’ Attitudes toward Chemistry Lessons (2009, methodology): “Two types of instruments have been commonly used in attitude research in science education: semantic differential scales (e.g., Nyberg & Clarke, 1983; Reid & Skryabina, 2002), and Likert scales (e.g., Dhindsa & Chung, 1999; Jenkins & Nelson, 2005; Menis, 1983; Pell & Jarvis, 2001).”
Girls’ biology, boys’ physics: evidence from free‐choice science learning settings (2008, background): “2003 ; Murphy and Whitelegg 2006 ), Israel (Friedler and Tamir 1990 ; Trumper 2006 ), Germany (Hoffmann 2002 ) and in international studies such as ‘Science and Scientists’ (SAS) (Sjoberg 2000 ) and ‘The Relevance of Science Education’ (ROSE) (Busch 2005 ; Jenkins and Nelson 2005 ; Lavonen et”
Engaging in Science: A Feeling for the Discipline (2016, background): “Research in science education continues to document and analyze the problem, suggesting that it begins as early as the age of 10 (e.g., Boe, Henriksen, Lyons, & Shreiner, 2011; Jenkins & Nelson, 2005; Osborne & Collins, 2001; Sjøbeg & Schreiner, 2005).”
Would You Want to Talk to a Scientist at a Party? High school students’ attitudes to school science and to science (2009, background): “The most noticeable of these is neatly encapsulated in the title given by Jenkins and Nelson (2005): ‘Important but not for me’.”
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).”
Thoughts on attitude measurement (2006, background): “Similar weaknesses are to be found in Tuan et al. (2005), while many of these weaknesses are happily avoided in Jenkins and Nelson (2005).”
Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, background): “…in gender differences in the uptake of science and technologyrelated subjects in secondary school between economically developed (Western) and developing countries (Bøe, Henriksen, Lyons, & Schreiner, 2011; Jenkins & Nelson, 2005; Relevance of Science Education [ROSE], 2004; Schreiner, 2006).”