Entrenched compartmentalisation and students’ abilities and levels of interest in science
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.
|Authors||Billingsley, B., Nassaji, M. and Abedin, M.|
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
|Journal||School Science Review|
|Journal citation||99 (367), pp. 26-31|
|Publisher||The Association for Science Education|
|15 Dec 2017|
|Publication process dates|
|Deposited||13 Mar 2018|
|Accepted author manuscript|
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