“Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren's constructions of science through the lens of identity

Abstract The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines sharply and by age 14, their attitude and interest in the study of science has been largely formed. This paper reports on data collected as part of a funded 5‐year longitudinal study that seeks to determine how students' interest in science and scientific careers evolves. As an initial part of the study, six focus group discussions were undertaken with…

• EA
  Economic and Social Research Council

  Award: ES/F025475/1