Student reflections on choosing to study science post-16

Cultural Studies of Science Education

Volumn 6, Issue 2, 2011, Pages 485-500

  Pike, Angela G ^a   Dunne, Máiréad ^a  

^a UNIVERSITY OF SUSSEX   (United Kingdom)

Author keywords

Identity construction; Pedagogy; Post 16 choice; Science education

Indexed keywords

EID: 79955857217     PISSN: 18711502     EISSN: 18711510     Source Type: Journal    
DOI: 10.1007/s11422-010-9273-7     Document Type: Article

References (36)

1. Allatt, P. (1993). Becoming privileged. The role of family processes. In I. Bates & G. Riseborough (Eds.), Youth and inequality (pp. 139-159). Buckingham: Open University Press.
2. Ball, S. J., Maguire, M., & Macrae, S. (2000). Choice, pathways and transitions post-16. New youth, new economies in the global city. London: Routledge Falmer.
3. Bernstein, B. (2000). Pedagogy, symbolic control and identity. Theory, research, critique. Rowman and Littlefield Publishers, Inc: Oxford.
4. Boaler, J. (1997). Experiencing school mathematics. Buckingham: Oxford University Press.
5. Council for Science and Technology (CST). (2004). Science & innovation investment framework 2004-2014. Summary. Her Majesty's Stationery Office.
6. Dearing, R. (1994). The national curriculum and its assessment: Final report. London: School Curriculum and Assessment Authority.
7. Department for Education and Science (DES). (1988). Science for ages 5-16: Proposals of the secretary of state for education and science and the secretary of state for Wales. London: HMSO.
8. DfEE. (1998). Routes at 16: Trends and choices in the nineties. An analysis of data from the England and Wales Youth Cohort Study Department for Education and Employment.
9. Donnelly, J. (2005). Reforming science in the school curriculum: A critical analysis. Oxford Review of Education, 31, 293-309.
10. Donnelly, J. (2006). The intellectual positioning of science in the curriculum, and its relationship to reform. Journal of Curriculum Studies, 38, 623-640.
11. Dowling, P. (1998). The sociology of mathematics education: Mathematical myths/pedagogic texts. London: The Falmer Press.
12. du Bois-Reymond, M. (1998). 'I dont want to commit myself yet' young peoples life concepts. Journal of Youth Studies, 1(1), 63-79.
13. Dunne, M., Pryor, J., & Yates, P. (2005). Becoming a researcher. A companion to the research process. Maidenhead: Open University Press.
14. ERA. (1988). Education Reform Act 1988. The Stationary Office.
15. Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. London: Routledge.
16. Foskett, N., & Hemsley Brown, J. (2001). Choosing futures. Young poeple's decision-making in education, training and careers markets. London: Routledge Falmer.
17. Gee, J. P. (2000). Identity as an analytical lens for research in education. Review of Research in Education, 25, 99-125.
18. Haggerty, S. M. (1996). Towards a gender-inclusive science in schools: Confronting student teachers' perceptions and attitudes. In L. Parker, L. R. Rennie, & B. J. Fraser (Eds.), Gender, science and mathematics. Shortening the shadow (pp. 17-27). Dordrecht/Boston/London: Kluwer.
19. HCSTC. (2002). Science education from 14-19. Third report of session 2001-02. House of Commons Science and Technology Committee HMSO.
20. Hyden, F., & King, C. (2006). What the papers say: Science coverage by UK national newspapers. School Science Review, 88(322), 81-86.
21. JQC. (2007). Results 2007 JQC. www. jqc. org. uk.
22. Leitch, L. (2006). Prosperity for all in the global economy - world class skill. Final report HMSO.
23. MacLure, M. (2003). Discourse in educational and social research. Maidenhead: Open University Press.
24. Mendick, H. (2005). A beautiful myth? The gendering of being/doing 'good at maths'. Gender and Education, 17, 203-219.
25. Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. London: Kings College.
26. Mishler, E. (2000). Storylines, Craftartists' narratives of identity. Camgridge, MA: Harvard University Press.
27. Murphy, P., & Whitelegg, E. (2006). Girls and physics: Continuing barriers to 'belonging'. The Curriculum Journal, 17, 281-305.
28. Osborne, J, Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049-1079.
29. Oxford, Cambridge and RCA Examinations (OCR). (2003). OCR GCSE additional science E (General)(Pilot) Appendix J. OCR.
30. Pike, A. G. (2008). Why not science? A study of the low uptake of the natural sciences at post-16 education in England. University of Sussex.
31. Roberts, G. (2002). SET for success. The supply of people with science, technology, engineering and mathematics skills. The report of Sir Gareth Roberts' review. London: Crown Copyright.
32. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytical tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
33. Tobin, K. (1996). Gender equity and the enacted science curriculum. In L. Parker, L. R. Rennie, & B. J. Fraser (Eds.), Gender, science and mathematics. Shortening the shadow (pp. 119-127). Dordrecht/Boston/London: Kluwer.
34. van De Werfhorst, H., Sullivan, A., & Cheung, S. Y. (2003). Social class, ability and choice of subject in secondary and tertiary education in Britain. British Educational Research Journal, 29, 41-62.
35. Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.
36. Zohar, A. (2007). Connected knowledge in science and mathematics education. International Journal of Science Education, 28, 1579-1599.