Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?

Laurence Simonneaux; Virginie Albe; Christine Ducamp; Jean Simonneaux

doi:10.12973/ejmste/75329

Full Text (PDF)

Laurence Simonneaux ¹ ^* , Virginie Albe ¹, Christine Ducamp ¹, Jean Simonneaux ¹

More Detail

¹ ENFA, FRANCE^* Corresponding Author

Abstract

The Université des Lycéens (University of High-School Students) was set up in France in order to make scientific knowledge more relevant to students and to combat a growing lack of interest in science among students. The scheme involves a series of lectur, each followed by a debate. The organisers hope that putting students in direct contact with researchers will motivate them and enable them to envisage the nature of science and careers in science in a different way. Each of the three lectures covered by t, the students have a positive opinion of science, scientists and careers in science. But, in the meanwhile, they believe that scientific research may have negative effects. The lectures had little effect, either on their prior conceptions of science and scientists, nor on their acquisition of knowledge.

Keywords

nature of science
Socio-Scientific Issues
careers in science

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 1, Issue 1, 2005, 21-40

https://doi.org/10.12973/ejmste/75329

Publication date: 22 Nov 2005

Article Views: 1711

Article Downloads: 730

Open Access References How to cite this article

References

Breakwell, G. M. & Beardsell, S. (1992). Gender, parental and peer influences upon science attitudes and activities. Public Understanding of Science, 1, 183-197.
Brown, S. (1976). Attitudes goals in secondary school science, Stirling: University of Stirling.
Crawley, F. E. & Black, C. B. (1992). Causal modelling of secondary science students intentions to enrol in physics. Journal of Research in Science Teaching, 29, 585-599.
Gardner, P. L. (1975). Attitudes to science. Studies in Science Education, 2, 1-41.
Gayford, C. (2002). Controversial environmental issues: a case study for the professional development of science teachers, International Journal of Science Education, 24 (11), 1191-1200.
Haladyna, T., Olsen, R. & Shaughnessy, J. (1982). Relations of students, teacher, and learning environment variables to attitudes to science. Science Education, 5, 309-318.
Harding, P. & Hare, W. (2000). Portraying science accurately in classrooms: emphasizing openmindedness rather than relativism, Journal of Research in Science Teaching, 37, 225-236.
Head, J. O. (1985). The personal response to science, Cambridge: Cambridge University Press.
Keys, W. (1987). International studies in pupil performance: aspects of science education in English schools, Windsor: NFER-Nelson.
Klopfer, L. E. (1971). Evaluation of learning in science. In B.S. Bloom, J. T. Hastings & G.F. Madaus (Eds.), Handbook of formative and summative evaluation of student learning, London: McGraw-Hill.
Koballa, Jr. T. R. (1995). Children' s attitudes toward learning science. In S. Glyyn & R. Duit (Eds.), Learning science in the schools, Mawhah, NJ: Lawrence Erlbaum.
Kolsto, S.D. (2001). Scientific literacy for citizenship: tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85, 291-310.
Legardez, A. & Alpe, Y. (2001). La construction des objets d'enseignements scolaires sur des questions socialement vives: problйmatisation, stratйgies didactiques et circulations des savoirs, 4иme Congrиs AECSE Actualitй de la recherche en йducation et formation, Lille, 5 au 8 septembre 2001.
Morin, E. (1998). Pourquoi et comment articuler les savoirs ? Paris: PUF.
Oliver, J. S. & Simpson, R. D. (1988). Influences of attitudes toward science achievement motivation, and science self concept on achievement in science: a longitudinal study. Science Education, 72, 143-155.
Ormerod, M. & Duckworth, D. (1975). Pupils' attitudes to science, Slough: NFER.
Ormerod, M. (1971). The "social implications" factor in attitudes to science. British Journal of Educational Psychology, 41, 335-338.
Osborne, J., Simon, S., Collins, S. (2003). Attitudes towards science: a review of the literature ands its implications, International Journal of Science Education, 25, 9, 1049-1080.
Papanastasiou, E. C. & Zembylas, M. (2004). Differential effects of science attitudes and science achievement in Australia, Cyprus and the USA, International Journal of Science Education, 26, 3, 259-280.
Patronis, T., Potari, D. & Spiliotopoulou, V. (1999). Students' argumentation in decision-making on a socio-scientific issue: Implications for teaching. International Journal of Science Education, 21, 7.
Piburn, M. D. (1993). If I were the teacher… qualitative study of attitude toward science. Science Education, 77, 393- 406.
Sadler, T. D., Chambers, F. W. & Zeidler, D. L. (2004). Student conceptualisations of the nature of science in response to a socioscientific issue, International Journal of Science Education, 26, 4, 387-410.
Talton, E. L. & Simpson, R. D. (1985). Relationships between peer and individual attitudes toward science among adolescent students. Science Education, 69, 19-24.
Talton, E. L. & Simpson, R. D. (1986). Relationships of attitudes toward self, family and school with attitudes toward science among adolescents. Science Education, 70, 365-374.
Talton, E. L. & Simpson, R. D. (1987). Relationships of attitude toward classroom environment with attitude toward and achievement in science among tenth grade biology students. Journal of Research in Science Teaching, 24, 507- 525.
Whitfield, R. C. (1980). Educational research & science teaching. School Science Review, 60, 411-430. Woolnough, B. (1994). Effective science teaching, Buckingham: Open University Press.
Yang, F.-Y., (2005). Student views concerning evidence and the expert in reasoning a socio-scientific issue and personnal epistemology. Educational Studies, 31.
Zeidler, D.L., Walker, K.A. Ackett, W.A. & Simmons, M.L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343-367.

How to cite this article

APA

Simonneaux, L., Albe, V., Ducamp, C., & Simonneaux, J. (2005). Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?. Eurasia Journal of Mathematics, Science and Technology Education, 1(1), 21-40. https://doi.org/10.12973/ejmste/75329

Vancouver

Simonneaux L, Albe V, Ducamp C, Simonneaux J. Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?. EURASIA J Math Sci Tech Ed. 2005;1(1):21-40. https://doi.org/10.12973/ejmste/75329

AMA

Simonneaux L, Albe V, Ducamp C, Simonneaux J. Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?. EURASIA J Math Sci Tech Ed. 2005;1(1), 21-40. https://doi.org/10.12973/ejmste/75329

Chicago

Simonneaux, Laurence, Virginie Albe, Christine Ducamp, and Jean Simonneaux. "Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?". Eurasia Journal of Mathematics, Science and Technology Education 2005 1 no. 1 (2005): 21-40. https://doi.org/10.12973/ejmste/75329

Harvard

Simonneaux, L., Albe, V., Ducamp, C., and Simonneaux, J. (2005). Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?. Eurasia Journal of Mathematics, Science and Technology Education, 1(1), pp. 21-40. https://doi.org/10.12973/ejmste/75329

MLA

Simonneaux, Laurence et al. "Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?". Eurasia Journal of Mathematics, Science and Technology Education, vol. 1, no. 1, 2005, pp. 21-40. https://doi.org/10.12973/ejmste/75329