TY - JOUR
T1 - Self-positioning in relation to science
T2 - the stories of nine adolescents
AU - Ofek, Ella
AU - Fortus, David
N1 - We are deeply grateful to the children and their families that opened their homes and hearts to us and allowed us to get to know and accompany them over a long and complex period.
PY - 2023/8
Y1 - 2023/8
N2 - 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.
AB - 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.
U2 - https://doi.org/10.1080/09500693.2023.2228994
DO - https://doi.org/10.1080/09500693.2023.2228994
M3 - مقالة
SN - 0950-0693
JO - International Journal of Science Education
JF - International Journal of Science Education
ER -