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(PDF) Reproduction of Inequalities in the Teaching and Learning of Science
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{"work":{"id":2114882,"created_at":"2012-11-10T15:19:22.415-08:00","from_world_paper_id":116414265,"updated_at":"2024-11-13T03:23:23.918-08:00","_data":{"publisher":"dspace.mah.se","grobid_abstract":"Being good at science is a qualification needed to reach prestigious higher education and societal positions. Since the pass rate in the science subjects is lower than in other school subjects and failure in school science subjects is correlated to low social class, it has been showed that science is a factor in the reproduction of an unequal society. The way science is taught and learned in schools thereby contributes to an unjust society where children from e.g. disadvantaged socioeconomic backgrounds have less chance to succeed. Thus, the overall aim of my research is to contribute to our understanding of how school science reproduces unequal structures in society. Data were collected at Swedish compulsory schools with ethnographic methods. Results were discussed and analysed using concepts derived from Bourdieu and Bernstein. Preliminary findings indicate that habitus play a role in the science classroom and influence how students react and respond to teaching instructions, goals and criteria. Moreover, the first analysis point out that when framing is weak, student with inappropriate cultural capital fails.","publication_date":"2011,1,1","grobid_abstract_attachment_id":"30175083"},"document_type":"paper","pre_hit_view_count_baseline":0,"quality":"high","language":"en","title":"Reproduction of Inequalities in the Teaching and Learning of Science","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [2749402]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":30175083,"attachmentType":"pdf"}"><img alt="First page of “Reproduction of Inequalities in the Teaching and Learning of Science”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/30175083/mini_magick20190426-15357-1hevcj5.png?1556341641" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Reproduction of Inequalities in the Teaching and Learning of Science</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="2749402" href="https://mah.academia.edu/AnnaJob%C3%A9r"><img alt="Profile image of Anna Jobér" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/2749402/891433/1113816/s65_anna.job_r.jpg" />Anna Jobér</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2011</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">12 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 2114882; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Being good at science is a qualification needed to reach prestigious higher education and societal positions. Since the pass rate in the science subjects is lower than in other school subjects and failure in school science subjects is correlated to low social class, it has been showed that science is a factor in the reproduction of an unequal society. The way science is taught and learned in schools thereby contributes to an unjust society where children from e.g. disadvantaged socioeconomic backgrounds have less chance to succeed. Thus, the overall aim of my research is to contribute to our understanding of how school science reproduces unequal structures in society. Data were collected at Swedish compulsory schools with ethnographic methods. Results were discussed and analysed using concepts derived from Bourdieu and Bernstein. Preliminary findings indicate that habitus play a role in the science classroom and influence how students react and respond to teaching instructions, goals and criteria. Moreover, the first analysis point out that when framing is weak, student with inappropriate cultural capital fails.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":30175083,"attachmentType":"pdf","workUrl":"https://www.academia.edu/2114882/Reproduction_of_Inequalities_in_the_Teaching_and_Learning_of_Science"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":30175083,"attachmentType":"pdf","workUrl":"https://www.academia.edu/2114882/Reproduction_of_Inequalities_in_the_Teaching_and_Learning_of_Science"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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The findings presented are results from a longitudinal research project, with field work in two schools for three years. Using a sociocultural approach to learning, the study focuses on the activities of two students in grade eight and nine in a Swedish secondary comprehensive school, and their interactions with peers, the teacher and the artifacts of science. The data consist mainly of video and audio recordings of verbal interaction. Using a lesson on magnetic fields as a case analysis, the study reports large differences between the lessons of the two focused students in terms of opportunities for learning both about science and about their social identities. The differences found between the two girls in terms of the development of their grades and their social networks in the class seem to be closely mirrored in the classroom interaction. A comparison of the focused lessons with the rest of the data-set shows that there is a regularity in classroom experiences for the two girls studied. The results show that an understanding of “science” learning in education benefits from considering the different situations and strategies of different students. “Science” for the two girls studied seem to be a lot less, and a lot more, than what one traditionally means by the concept. The analysis can also be seen as one step toward an understanding of how the favoring of certain groups of students (and the simultaneous disfavoring of others) in the Swedish comprehensive school comes about.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Subtexts in the science classroom—an exploration of the social construction of science lessons and school careers","attachmentId":50626506,"attachmentType":"pdf","work_url":"https://www.academia.edu/2432007/Subtexts_in_the_science_classroom_an_exploration_of_the_social_construction_of_science_lessons_and_school_careers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2432007/Subtexts_in_the_science_classroom_an_exploration_of_the_social_construction_of_science_lessons_and_school_careers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="68758911" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/68758911/Science_in_society_or_science_in_school_Swedish_secondary_school_science_teachers_beliefs_about_science_and_science_lessons_in_comparison_with_what_their_students_want_to_learn">Science in society or science in school: Swedish secondary school science teachers' beliefs about science and science lessons in comparison with what their students want to learn</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="101856965" href="https://independent.academia.edu/OskarssonMagnus">Magnus Oskarsson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2009</p><p class="ds-related-work--abstract ds2-5-body-sm">dents&#39; beliefs about science and technology and also what science content secondary science teachers teach and what their students want to learn. Student data are part of the Relevance of Science Educa- tion (ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. The results indicate that both secondary science teachers and their</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Science in society or science in school: Swedish secondary school science teachers' beliefs about science and science lessons in comparison with what their students want to learn","attachmentId":79122826,"attachmentType":"pdf","work_url":"https://www.academia.edu/68758911/Science_in_society_or_science_in_school_Swedish_secondary_school_science_teachers_beliefs_about_science_and_science_lessons_in_comparison_with_what_their_students_want_to_learn","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/68758911/Science_in_society_or_science_in_school_Swedish_secondary_school_science_teachers_beliefs_about_science_and_science_lessons_in_comparison_with_what_their_students_want_to_learn"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="6028147" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/6028147/Engstr%C3%B6m_S_and_Carlhed_C_Different_habitus_different_strategies_in_teaching_physics_Relationships_between_teachers_social_economic_and_cultural_capital_and_strategies_in_teaching_physics_in_upper_secondary_school">Engström, S & Carlhed, C. Different habitus – different strategies in teaching physics? Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school. </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="132401" href="https://su-se.academia.edu/CarinaCarlhed">Carina Carlhed</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Cultural Studies of Science Education, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu´s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n=268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; 1. The Manager of the Traditional, 2. The Challenger for Technology and 3. The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Engström, S \u0026 Carlhed, C. Different habitus – different strategies in teaching physics? Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school. ","attachmentId":32967278,"attachmentType":"pdf","work_url":"https://www.academia.edu/6028147/Engstr%C3%B6m_S_and_Carlhed_C_Different_habitus_different_strategies_in_teaching_physics_Relationships_between_teachers_social_economic_and_cultural_capital_and_strategies_in_teaching_physics_in_upper_secondary_school","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/6028147/Engstr%C3%B6m_S_and_Carlhed_C_Different_habitus_different_strategies_in_teaching_physics_Relationships_between_teachers_social_economic_and_cultural_capital_and_strategies_in_teaching_physics_in_upper_secondary_school"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="27864678" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27864678/The_Role_of_Outside_School_Factors_in_Science_Education_A_two_stage_theoretical_model_linking_Bourdieu_and_Sen_with_a_case_study">The Role of Outside-School Factors in Science Education: A two-stage theoretical model linking Bourdieu and Sen, with a case study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="370606" href="https://ucl.academia.edu/MichaelReiss">Michael J Reiss</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">The literature in science education highlights the potentially significant role of outside-school factors such as parents, cultural contexts and role models in students' formation of science attitudes and aspirations, and their attainment in science classes. In this paper, building on and linking Bourdieu's key concepts of habitus, cultural and social capital, and field with Sen's capability approach, we develop a model of students' science-related capability development. Our model proposes that the role of outside-school factors is twofold, first, in providing an initial set of science-related resources (i.e., habitus, cultural and social capital), and then in conversion of these resources to science-related capabilities. The model also highlights the distinction between science-related functionings (outcomes achieved by individuals) and science-related capabilities (ability to achieve desired functionings), and argues that it is necessary to consider science-related capability development in evaluating the effectiveness of science education. We then test our theoretical model with an account of three Turkish immigrant students' science-related capabilities and the role of outside-school factors in forming and extending these capabilities. We use student and parent interviews, student questionnaires and in-class observations to provide an analysis of how outside-school factors influence these students' attitudes, aspirations and attainment in science.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Role of Outside-School Factors in Science Education: A two-stage theoretical model linking Bourdieu and Sen, with a case study","attachmentId":48148805,"attachmentType":"docx","work_url":"https://www.academia.edu/27864678/The_Role_of_Outside_School_Factors_in_Science_Education_A_two_stage_theoretical_model_linking_Bourdieu_and_Sen_with_a_case_study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27864678/The_Role_of_Outside_School_Factors_in_Science_Education_A_two_stage_theoretical_model_linking_Bourdieu_and_Sen_with_a_case_study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="68958894" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/68958894/The_Effect_of_the_Science_Learning_Environment_on_Science_Achievement_and_Equity">The Effect of the Science Learning Environment on Science Achievement and Equity</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="140701367" href="https://independent.academia.edu/YoungDeidra">Deidra Young</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1994</p><p class="ds-related-work--abstract ds2-5-body-sm">In 1983/84, the International Association for the Evaluation of Educational Achievement (IEA) conducted their second international science study to investigate two factors related to student achievement in science: (1) the relationship between students&#39; reported perceptions of the science learning environment and their science achievement; and (2) the effect of various science learning environment&#39; scales on gender and socioeconomic differences in science achievement. Participants included 10-year-old, 14-year-old (focus in this report), and grade 12 students from 12 of the 24 countries/educational systems in the original study. Although the countries appeared incomparable in terms of their educational systems, results revealed that one commonality that exists between all countries examined is an increased practical work component in science lessons associated with improved science achievement by students. Furthermore, the variability found in science achievement outcomes fr...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Effect of the Science Learning Environment on Science Achievement and Equity","attachmentId":79243432,"attachmentType":"pdf","work_url":"https://www.academia.edu/68958894/The_Effect_of_the_Science_Learning_Environment_on_Science_Achievement_and_Equity","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/68958894/The_Effect_of_the_Science_Learning_Environment_on_Science_Achievement_and_Equity"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="17072773" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17072773/Science_education_in_sociocultural_context_Perspectives_from_the_sociology_of_science">Science education in sociocultural context: Perspectives from the sociology of science</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36637628" href="https://independent.academia.edu/CarlsenWilliam">William Carlsen</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36516617" href="https://independent.academia.edu/GregoryKelly2">Gregory Kelly</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Science Education, 1993</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Science education in sociocultural context: Perspectives from the sociology of science","attachmentId":42332520,"attachmentType":"pdf","work_url":"https://www.academia.edu/17072773/Science_education_in_sociocultural_context_Perspectives_from_the_sociology_of_science","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17072773/Science_education_in_sociocultural_context_Perspectives_from_the_sociology_of_science"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="3322339" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3322339/The_impact_of_socio_economic_status_on_participation_and_attainment_in_science">The impact of socio-economic status on participation and attainment in science</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3845509" href="https://independent.academia.edu/VuthajOni">Vuthaj Oni</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Studies in Science Education, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">In this paper we combine the findings from two recent studies relating to participation and attainment in school science – a re‐analysis of existing official data for England and a review of wider international research evidence in the literature relevant to the UK. Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post‐16 and especially in higher education and interest in ways of encouraging the study of science by students from less prestigious socio‐economic status backgrounds. Such concerns are not unique to the UK. Using large‐scale official datasets we show that participation and attainment in science are stratified by socio‐economic status. Students from poorer families are less likely to take sciences at post‐16 than many other subjects and those who do are then less likely to obtain grades high enough to encourage further study of the subject. No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home or the perceived time demands of studying science, and so the difficulties of combining part‐time study and part‐time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post‐16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals. We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English, maths and science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice emerging from this review of the evidence.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The impact of socio-economic status on participation and attainment in science","attachmentId":50340476,"attachmentType":"pdf","work_url":"https://www.academia.edu/3322339/The_impact_of_socio_economic_status_on_participation_and_attainment_in_science","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3322339/The_impact_of_socio_economic_status_on_participation_and_attainment_in_science"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="105648631" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/105648631/Integrated_and_subject_specific_an_empirical_exploration_of_science_education_in_Swedish_compulsory_school">Integrated and subject-specific : an empirical exploration of science education in Swedish compulsory school</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40902082" href="https://independent.academia.edu/Maria%C3%85str%C3%B6m">Maria Åström</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation. The introduction describes the nature of integrated curriculum, what integrated learning is, issues about integrated Science education, in what way integration is carried out, between subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific science education) in the Swedish context and what the Swedish curriculum has to say about integrated Science. Previous studies in integrated curriculum looking at students' results are referred to, and it is argued for the use of the OECD's PISA assessment instrument in this study. List of articles Article 1 Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and subject-specific science education Åström, M. and Karlsson, K.-G. accepted by NORDINA for publication Article 2 Integrated and subject-specific Science education: Teachers' and students' views.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Integrated and subject-specific : an empirical exploration of science education in Swedish compulsory school","attachmentId":105048685,"attachmentType":"pdf","work_url":"https://www.academia.edu/105648631/Integrated_and_subject_specific_an_empirical_exploration_of_science_education_in_Swedish_compulsory_school","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/105648631/Integrated_and_subject_specific_an_empirical_exploration_of_science_education_in_Swedish_compulsory_school"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="67371250" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67371250/Who_fits_into_the_science_classroom_Critical_perspectives_on_pedagogical_models_in_science_education">Who fits into the science classroom? : Critical perspectives on pedagogical models in science education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="52875597" href="https://independent.academia.edu/IannLundeg%C3%A5rd">Iann Lundegård</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2012</p><p class="ds-related-work--abstract ds2-5-body-sm">This mini-symposium aims to stress issues about how pedagogical models like e.g. SSI, science for girls and ESD construct who fits in or not in the science classroom. These models are developed from a good intention of including "all" students, opening up possibilities for them who often are seen as outsiders in science culture. But we claim that these seemingly democratic pedagogical models fabricate desirable and undesirable subjects. Often, the norms for fitting in can be understood in terms of images of gender, ethnicity and social class. A movement in science education research highlights the importance of making science knowledge "useful" for "everyone" in "everyday life". The aim with these efforts is to let students develop scientific literacy, which often is talked about as "necessary" for citizenship. Different practices carry strong ideas of designing the future, and emphasize the need of competences that are inscribed in the concept of "future citizen". These competencies are often described in terms of problem-solving, critical thinking and making rational decisions to contribute to a sustainable world. In relation to this image, those children that don't want to make decisions, solve problems become constructed as failures. In a wider perspective, they can be seen as threatening the intentions of science contribution to a sustainable world. In this symposium we would like to raise critical issues about what norms that are constructing individuals, from different social categories, as desirable or non-desirable in science classroom. These issues will be discussed in relation to six examples from empirical studies which are problematizing the construction of the desirable science student. These examples are: 1) PISA construction of the science student; 2) Social class in science class; 3) Narratives of females and science; 4) Gender, sexuality and normality; 5) Who is the democratic citizen?; 6) Who is the sustainable citizen?</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Who fits into the science classroom? : Critical perspectives on pedagogical models in science education","attachmentId":78212411,"attachmentType":"pdf","work_url":"https://www.academia.edu/67371250/Who_fits_into_the_science_classroom_Critical_perspectives_on_pedagogical_models_in_science_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67371250/Who_fits_into_the_science_classroom_Critical_perspectives_on_pedagogical_models_in_science_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="30101500" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30101500/Silencing_of_voices_in_a_Swedish_science_classroom">Silencing of voices in a Swedish science classroom</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2467443" href="https://udg.academia.edu/SLizetteRamos">S. Lizette Ramos</a></div><p class="ds-related-work--abstract ds2-5-body-sm">From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article ''Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science''. In this discussion , I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher's role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large. Resumen Desde una perspectiva sociocultural se analizan y se discuten datos presentados en el artículo ''Student explanations of their science teachers' assessments, grading practices and how they learn science''. Primero se abordan aspectos generales en torno a los cambios en las concepciones sobre la evaluación dentro de la enseñanza y el apren-dizaje de las ciencias. Posteriormente y con la finalidad de reflexionar en torno a los datos, se aborda el par dialéctico agency/passivity para poder re-significar los silencios de los estudiantes en clases de ciencias así como sus percepciones sobre la evaluación.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Silencing of voices in a Swedish science classroom","attachmentId":50563903,"attachmentType":"pdf","work_url":"https://www.academia.edu/30101500/Silencing_of_voices_in_a_Swedish_science_classroom","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30101500/Silencing_of_voices_in_a_Swedish_science_classroom"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":30175083,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":30175083,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_30175083" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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href="https://independent.academia.edu/NataliaOliveira226">Atena Editora</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Social constructions of science in students of higher education (Atena Editora), 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Social constructions of science in students of higher education (Atena Editora)","attachmentId":97193402,"attachmentType":"pdf","work_url":"https://www.academia.edu/94847495/Social_constructions_of_science_in_students_of_higher_education_Atena_Editora_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/94847495/Social_constructions_of_science_in_students_of_higher_education_Atena_Editora_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="7" data-entity-id="963474" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/963474/The_social_and_cultural_dimensions_of_successful_teaching_and_learning_of_science_in_an_urban_high_school">The social and cultural dimensions of successful teaching and learning of science in an urban high school</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="385984" href="https://snu-kr.academia.edu/SonyaNMartin">Sonya N Martin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Unpublished doctoral dissertation, Curtin University of …, 2005</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The social and cultural dimensions of successful teaching and learning of science in an urban high school","attachmentId":6979814,"attachmentType":"pdf","work_url":"https://www.academia.edu/963474/The_social_and_cultural_dimensions_of_successful_teaching_and_learning_of_science_in_an_urban_high_school","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/963474/The_social_and_cultural_dimensions_of_successful_teaching_and_learning_of_science_in_an_urban_high_school"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="8" data-entity-id="125717301" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/125717301/Science_Education_A_Interdiscipliady_Field_in_K_Tobin_W_M_Roth_eds_The_Culture_of_Science_Education_ense_Publishers_2007">Science Education – A Interdiscipliady Field (in K. Tobin, W.-M. Roth (eds.), The Culture of Science Education, .ense Publishers 2007</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11767486" href="https://uio.academia.edu/SveinSj%C3%B8berg">Svein Sjøberg</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Chapter in K.. Tobin &, W.-M. Roth (eds.) The Culture of Science Education. Sense Publishers, 2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Science Education – A Interdiscipliady Field (in K. Tobin, W.-M. 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