Svendsen, PM and Banner, I (2019) Vocal and quiet students’ attitude towards school biology and biotechnology following an intervention. Journal of Biological Education. ISSN 0021-9266
Abstract
The present study set out to examine the impact of linking in-school biology and biotechnology teaching with out-of-school biology and biotechnology experiences on the attitudes towards school biology and biotechnology of 16 upper secondary science students from eight different schools. The students had all been selected by the other students from their classes to participate in an intervention as Young Researchers and differed in being either vocal (8) or quiet (8) participants during normal lessons. Through interviews the Young Researchers shared their retrospective self-evaluations of the intervention. Findings show that combining an out-of-school intervention with in-class teaching and learning had an impact on the students involved. Vocal students’ self-belief and future career plans were affected positively and they became more committed to reach their goals of achieving high grades going to university and getting a good job in science. Quiet students’ self-belief and future career plans were also affected positively, but differently from vocal students, as they also changed their behaviour and became more vocal during class. It is, therefore, suggested that an experience of this kind can have a positive impact on students’ attitudes towards school biology and biotechnology.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 Royal Society of Biology. This is an author produced version of a paper published in Journal of Biological Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Attitude towards school biology and biotechnology, intervention, self-concept, self-efficacy, vocal and quiet students |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 24 Jan 2020 13:27 |
Last Modified: | 17 Jan 2021 01:38 |
Status: | Published online |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/00219266.2019.1643762 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:154455 |