ERIC Number: EJ1412354
Record Type: Journal
Publication Date: 2024
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Self-Positioning in Relation to Science: The Stories of Nine Adolescents
International Journal of Science Education, v46 n3 p240-280 2024
While students tend to enjoy their science learning at a young age, as they mature, they tend to distance themselves from science, becoming less motivated to engage with science and holding negative attitudes towards science. In parallel, a career choice in science often begins to develop during early adolescence. To understand how the environment and students' inner worlds shape the development of their self-positioning in relation to science, this longitudinal study followed nine adolescents, aged 10-14, over 3 years, in and out of school, and created nine individual stories describing these participants' self-positioning in relation to science, and how these positions changed, from their perspective, over time and contexts. We found some common experiences that played a role in the participants' self-positioning in relation to science. In several of these experiences, the longitudinal nature of this study became apparent. This study highlights the complexity of adolescents' self-positioning in relation to science and how these positions change over time.
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Grade 5, Junior High School Students, Parents, Science Teachers, Student Attitudes, Adolescents, Scientific Attitudes, Negative Attitudes, Age Differences, Self Concept, Attitude Change, After School Programs, Adolescent Development, Barriers, Resilience (Psychology)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A