Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Taste for Science: How can teaching make a difference for students’ interest in science?
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The objective of the thesis is to describe and analyse aspects of home background and teaching that may be important for students’ capability and will to participate in science. The purpose is to make explicit how teaching can support students in developing an interest in science and so counter-balance the restricted opportunities some students may have due to upbringing. In study 1 population data is used to make evident what associations there are between home background variables and the students’ choice of applying for the Swedish post-compulsory Natural Science Programme (NSP). The findings show that home background is important for Swedish students’ choice of the NSP but also that some lower secondary schools can make a difference. Students’ interest in science has usually been examined through questionnaires and rarely studied as constituted in classroom action as a result of teaching. In study 2 therefore an action-oriented methodology is developed based on the concept of taste to study what difference a teacher can make for the constitution of interest in the science classroom. The concept of taste is grounded in pragmatism and the works of Pierre Bourdieu and acknowledges the affective, normative, and cognitive dimensions of situated science learning. In study 3 this methodology is used to examine how a teacher located through Study 1 supports his students in developing an interest in science. The results of study 3 suggest how teaching can make the object of science the focus of students’ interest and so showing that science, with its aims, norms, and values, can be enjoyed in itself. Study 4 draws on the findings of studies 1-3 to discuss the possibility of an overlooked field in studying interest in science; namely whether primary, secondary, tertiary students in effect have different objects of interest. The findings of studies 1-4 are used to discuss how teaching may make a difference to a continued student interest in science.

Place, publisher, year, edition, pages
Stockholm: Department of Mathematics and Science Education, Stockholm University , 2014. , 90 p.
Series
Doctoral thesis from the department of mathematics and science education, 9
Keyword [en]
interest in science, taste for science, norms, values, aesthetics, secondary school, home background, teaching, learning, equity, pragmatism, Bourdieu
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-108074ISBN: 978-91-7649-001-3 (print)OAI: oai:DiVA.org:su-108074DiVA: diva2:753992
Public defence
2014-11-14, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 10:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 3: In press. Paper 4: Manuscript.

Available from: 2014-10-23 Created: 2014-10-08 Last updated: 2014-11-21Bibliographically approved
List of papers
1. Students' choice of post-compulsory science: In search of schools that compensate for the socio-economic background of their students
Open this publication in new window or tab >>Students' choice of post-compulsory science: In search of schools that compensate for the socio-economic background of their students
2013 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, no 18, 3141-3160 p.Article in journal (Refereed) Published
Abstract [en]

It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females’ choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely

Keyword
Post-compulsory, Science, Interest, Socio-economic, School effect
National Category
Educational Sciences
Identifiers
urn:nbn:se:su:diva-78841 (URN)10.1080/09500693.2012.696738 (DOI)000324903100006 ()
Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07Bibliographically approved
2. Signs of taste for science: a methodology for studying the constitution of interest in the science classroom
Open this publication in new window or tab >>Signs of taste for science: a methodology for studying the constitution of interest in the science classroom
2015 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 2, 339-368 p.Article in journal (Refereed) Published
Abstract [en]

In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for scienceas a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students’ interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.

Keyword
interest, taste, aesthetics, science education, situated learning, norms, values, methodology
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-108069 (URN)10.1007/s11422-014-9641-9 (DOI)
Available from: 2014-10-08 Created: 2014-10-08 Last updated: 2017-12-05Bibliographically approved
3. What can a teacher do to support students’ interest in science?: A study of the constitution of taste in a science classroom
Open this publication in new window or tab >>What can a teacher do to support students’ interest in science?: A study of the constitution of taste in a science classroom
2015 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 45, no 5, 749-784 p.Article in journal (Refereed) Published
Abstract [en]

In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15–16) science classroom, where there was evidence that the teacher was making a positive difference to students’ post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students’ interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.

Keyword
interest, taste, norms, values, aesthetics, exemplary teaching, science education
National Category
Didactics
Identifiers
urn:nbn:se:su:diva-108070 (URN)10.1007/s11165-014-9448-4 (DOI)000368704200006 ()
Available from: 2014-10-08 Created: 2014-10-08 Last updated: 2017-12-05Bibliographically approved
4. Why do secondary school students lose their interest in science?: A possible overlooked explanation
Open this publication in new window or tab >>Why do secondary school students lose their interest in science?: A possible overlooked explanation
(English)Manuscript (preprint) (Other academic)
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-108071 (URN)
Available from: 2014-10-08 Created: 2014-10-08 Last updated: 2016-12-16

Open Access in DiVA

Per Anderhag Dissertation(691 kB)1236 downloads
File information
File name FULLTEXT02.pdfFile size 691 kBChecksum SHA-512
73bb456d5972a9e58b10a688dd26bfd9242f3d35d3aca31b322b56ad8d26e68c39ffd5c25d3e08b2ed2e43dae8cf179a6664e40f710a6c11df819180bfca993c
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Anderhag, Per
By organisation
Department of Mathematics and Science Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 1236 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 5521 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf