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'I'm good at science but I don't want to be a scientist': Australian primary school student stereotypes of science and scientists.
- Source :
- International Journal of Inclusive Education; Jul2022, Vol. 26 Issue 9, p927-942, 16p
- Publication Year :
- 2022
-
Abstract
- Low participation rates of students studying science at the secondary level are of international concern. One of the under-researched factors influencing low participation rates in the sciences in Australia is primary school student stereotypes concerning science and scientists. We explore how Year 4 (9–10-year-olds) students perceive science, scientists, and a career in science. Data sources included 45 students (m = 29; f = 16) attending six primary schools in diverse contexts in Queensland, Australia. Analysis indicated that when prompted to consider a career in the sciences 13 students aspired to a career in science, 6 students were unsure, and 25 students indicated no aspirations toward an occupation in the sciences. Findings indicated there were no significant differences regarding aspirations towards a science career based on the location of schools with socio-economic status not a salient influence. Categories and sub-categories identified included (i) Stereotypical views of scientists (non-gendered; paraphernalia), and, (ii) Non-Aspirations (difficulties and pressure; science work as physically dangerous). Outcomes provocate research into tensions between the non-gendered language used by students to describe who can be a scientist, on the one hand, and their reluctance to become a scientist due to the masculine nature and dangers of such work, on the other hand. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13603116
- Volume :
- 26
- Issue :
- 9
- Database :
- Complementary Index
- Journal :
- International Journal of Inclusive Education
- Publication Type :
- Academic Journal
- Accession number :
- 157611542
- Full Text :
- https://doi.org/10.1080/13603116.2020.1751316