The Impact of Science Interventions

Salehjee, S. (2016) The Impact of Science Interventions. Brunel University London Equality and Diversity Conference 2016: Drivers for Change, London, UK, 20 Apr 2016.

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The study draws on to discover the triggers that transform initial science attitudes and directions of participants, from 30 secondary all-girls school in Southall. I have conducted six intervention studies in six months’ time and have found a positive impact of interventions as the number of students wanting to carry on with at least one science have increased by 43% in twelve months. Mezirow’s transformative learning theory framework is employed to understand the stories, the way lives have developed and transformed in the journey from compulsory science education to becoming scientists or non-scientists. Moreover, descriptive questionnaire approaches and intervention studies are used to explore how and why decision towards continuing with science education and science related professions switch on/off, which varies from person to person and from time to time. The notion of natural inclination (into or away from science), science identification and personal formative experiences (including school science, science curriculum, teachers influence, parents/peer influences) is examined to determine participants’ educational and professional decisions. The study reveals three main categories which includes: ‘smooth’ transition, where participants ‘always knew what they were going to do’ from a very early age. ‘Incremental wavering’ transition, where there was some ambivalence, indecision, non-commitment and happenstance but no single major ‘shaping event’ one way or the other, into or out of science. And ‘transformative’ transition, where respondents identify clear moments or periods in their lives, particular events or ‘twists of fate’ when decisions were arrived at, their choices made, they became resolute in what they were doing. This investigation acknowledges the unique construction of science identity in participants ranging from stagnant, mild to extreme transitions through natural inclinations or life experiences or both. It is written in a critically interpretative style, and is influenced from my formative life experiences as a science student and science teacher.

Item Type:Conference or Workshop Item
Keywords:Science interventions, secondary education.
Glasgow Author(s) Enlighten ID:Salehjee, Dr Saima
Authors: Salehjee, S.
College/School:College of Social Sciences > School of Social & Environmental Sustainability
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