Students’ views around scientific research, the nature of science, and their intentions to choose science and science-related careers
Datos Bibliográficos
| ID | 21589554 |
|---|---|
| Autores | Richard Sheldrake (0000-0002-2909-6478, University College London, autor de correspondencia), Michael J Reis (0000-0003-1207-4229, University College London), Wilton Lodge (0000-0002-9219-8880, University College London) |
| Año | 2026 |
| Páginas | 1-24 |
| Fecha de publicación | 2026-07-03 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Science Education, Part B (JOURNAL) |
| Identificadores de la revista | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2026.2684246 |
| OpenAlex | W7167218933 |
| Idioma | EN |
| Referencias citadas | 69 |
Students often have positive views about science, although can also feel that doing science or being a scientist is less feasible or appealing. Accordingly, this study explored associations between students’ intentions to choose science and science-related careers and their views around scientific research and the nature of science. 289 school students were surveyed, covering Year 9 to Year 13 (13/14–17/18 years old) from England and Guernsey, and their questionnaire responses were analysed through predictive modelling (ordinary-least-squares regression) that accounted for differences across academic years, gender, home/family circumstances, and a number of other factors. The modelling revealed that students’ views about scientific research (encompassing awareness around working as a scientist, knowing what scientific research involves, and interest and confidence in doing scientific research) independently and positively associated with their intentions to choose science and science-related careers, together with other factors, including their personal views of the gains from studying science and having a career in science, and their personal confidence in doing science in general. Essentially, students’ views around scientific research had relevance over and above their other views, which suggests these as an avenue towards enhancing trajectories towards science and science-related careers
Nature of Science · Science education · Science, technology, society and environment education · Scientific Literacy · Social science education · Career Development and Diversity · Science Education and Pedagogy · Science Education and Perceptions
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |