Ideal pictures and actual perspectives of junior secondary school science: comparisons drawn from Australian students in an astronomy education programme. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Danaia, L.; McKinnon, D. H.; Fitzgerald, M.
• Is Part Of: Research in science & technological education. Volume 35:Issue 4(2017)
• Page Start: 445
• Page End: 460
• Publication Date: 2017-10-02
• Subjects: Secondary school science -- perceptions -- inquiry-based teaching -- astronomy education; Science -- Study and teaching -- Periodicals; Science -- Study and teaching -- Research -- Periodicals; Enseignement technique -- Périodiques; Sciences -- Étude et enseignement -- Périodiques; 507
• DOI: 10.1080/02635143.2017.1344959
• Languages: English
• ISSNs: 0263-5143

Abstract

Abstract: Background: This research investigates the impact of a junior secondary astronomy education programme undertaken in four Australian educational jurisdictions. Purpose: Junior secondary students' perceptions of the science they experience at School are examined both before, during and after their engagement with a science programme targeting astronomy. Programme description: The programme involved using remotely controlled telescopes over the Internet. Sample: Non-randomised opportunity sampling was employed to recruit participants. Schools were drawn from both public (16) and private (14) sectors. Participants were 1427 students comprising 769 Year 7, 439 Year 8 and 219 Year 9. Design and methods: A concurrent nested mixed method approach was used to investigate the impact of the programme on students' perceptions of science at high school. Data were collected using a pre/post questionnaire coupled with semi-structured interviews with a sample of participants. Results: Students exhibited negative perceptions of science at school prior to the commencement of the programme. Programme implementation covaried with highly significant changes in students' perceptions of science. Conclusions: The research highlights the importance of the teacher's role and the way in which school science is implemented as being crucial contributors to the movement of students' perceptions.