Entrenched compartmentalisation and students’ abilities and levels of interest in science

Journal article

Billingsley, B., Nassaji, M. and Abedin, M. 2017. Entrenched compartmentalisation and students’ abilities and levels of interest in science. School Science Review. 99 (367), pp. 26-31.
AuthorsBillingsley, B., Nassaji, M. and Abedin, M.
Abstract

This article explores the notion that asking and exploring so-called ‘big questions’ could potentially increase the diversity and number of students who aspire to work in science and science-related careers. The focus is the premise that girls are more interested than boys in the relationships between science and other disciplines. The article also examines the view that the practice of entrenched compartmentalisation is squeezing students’ curiosity and channelling their thinking away from creative activities such as identifying good questions to ask and devising ways to address them.

Based on their findings, the authors suggest that entrenched
compartmentalisation could be a barrier in schools to students’ intellectual progression and to students’, particularly girls’, interest in science.

Year2017
JournalSchool Science Review
Journal citation99 (367), pp. 26-31
PublisherThe Association for Science Education
ISSN0036-6811
Official URLhttps://www.ase.org.uk/system/files/SSR_December_2017_026-031_Billingsley_Nassaji_Abedin.pdf
Related URLhttps://www.ase.org.uk/home/
Publication dates
Print15 Dec 2017
Publication process dates
Deposited13 Mar 2018
Accepted author manuscript
Output statusPublished
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https://repository.canterbury.ac.uk/item/8894x/entrenched-compartmentalisation-and-students-abilities-and-levels-of-interest-in-science

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