Perceptions of Identity in Science Education (POISED): A study of some Secondary school students and teachers in England.
posted on 2015-03-05, 16:17 authored by Maarten Tas, Hugh BusherThis paper is based on a study of the views about schooling, science education and science in their
lives of some Year Ten (Y10) (15 year old) students and some of their teachers in two schools in the
Midlands of England, one of which serves multicultural urban areas, and one of which serves a rural
and largely mono-cultural area. It was carried out from 2010 -2011. Data was collected by online
surveys and blogs from students and from students and teachers by face to face interviews. Early
findings from students’ questionnaire responses suggest among other things that students think
good teachers are centrally to their learning but they appreciate a relaxed and collaborative
approach to work supported by a variety of resources and pedagogic methods. They recognise the
positive impact of science on their lives and generally don’t perceive it as antithetical to their faith,
where they have any.
We are grateful to the College of Social Sciences, University of Leicester, for making available to us a small amount of funding during the year 2010-2011 without which this pilot project would not have been possible.
/Organisation/COLLEGE OF SOCIAL SCIENCE/School of EducationSource
European Conference on Education Research,, Freistaat University of Berlin, Berlin, 2011Version
- AM (Accepted Manuscript)