 |
 |
Hi Natasha, Great timing, just yesterday I submitted my own MPhil research into these barriers! My focus is the types of writing children come to associate with science at primary level, the reasons for this (practical/structural constraints faced by teachers) and potential effects on science identity formation. In short – is the writing side of science (still v traditional) challenging gains made by more contemporary STEM initiatives? I hope to develop a couple of papers from the thesis so I'll keep you posted. (Also hoping to find funding to continue my research if anyone out there would like to fund a PhD!) In the meantime here are some papers I found particularly useful for background on barriers: Archer et al. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending Bourdieusian notions of capital beyond the arts. *Journal of Research in Science Teaching*, *52*(7), 922–948. Archer, et al. (2018) Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach. *British Journal of Sociology of Education*, *39*(3), 283–298. Archer, et al. (2013). *ASPIRES**. Young people’s science and career aspirations age 10–14. Final Report.* London: King's College London. Colucci-Gray, et al. (2017). *Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st century learning.* British Educational Research Association (BERA). Retrieved from https://www.bera.ac.uk/project/bera-research-commissions/reviewing-the-potential-and-challenges-of-developing-steam-education-2 DeWitt, et al. (2016). Dimensions of science capital: exploring its potential for understanding students’ science participation. *International Journal of Science Education*, *38*(16), 2431–2449. Godec, et al. (2017). *The Science* *Capital Teaching Approach: engaging students with science, promoting social justice*. London: University College London. Gresnigt, et al. (2014). Promoting science and technology in primary education: a review of integrated curricula. *Studies in Science Education*, *50*(1), 47–84. House of Commons. (2018). *Delivering STEM skills for the economy. Forty-seventh report of session 2017–19*. Retrieved from https://publications.parliament.uk/pa/cm201719/cmselect/cmpubacc/691/69102.htm Mendick & Danielsson. (2017). A Critique of the Stem Pipeline: Young People’s Identities in Sweden and Science Education Policy. *British Journal of Educational Studies*, *65*(4), 481–497. Mostafa. (2019). Why don’t more girls choose to pursue a science career? *PISA in Focus*, *93*. Paris: OECD Publishing. National Audit Office. (2018). *Delivering STEM (Science, technology, engineering and mathematics) skills for the economy.* London: Her Majesty’s Stationary Office (HMSO). Osborne & Dillon. (2008). *Science Education in Europe: Critical Reflections*. London: The Nuffield Foundation. Primary Science Teaching Trust, 2019, *A new project for PSTT - Primary science capital: a whole school teaching approach. Retrieved from https://pstt.org.uk/what-we-do/news/new-project-pstt-primary-science-capital-whole-school-teaching-approach <https://pstt.org.uk/what-we-do/news/new-project-pstt-primary-science-capital-whole-school-teaching-approach> * Wellcome Trust. (2017). *‘State of the nation’ report of UK primary science education*. London: Wellcome Trust. *Isabel Thomas07766 104497* *www.isabelthomas.co.uk <http://www.isabelthomas.co.uk>* On Tue, 9 Jul 2019 at 09:32, Natasha Simons <[log in to unmask]> wrote: > Hi lovely knowledgeable people, > > I'd like to read a bit more about the kinds of barriers teachers > experience to delivering STEM education and hands-on investigations > (confidence, time, resources etc.) for primary or secondary teachers. > > Does anyone have any studies or survey reading recommendations? > > Many thanks! > > Natasha (hopefully awaiting deluge of information) > > > ********************************************************************** > psci-com how-to: Once subscribed, send emails for the list to > [log in to unmask] If not subscribed, either subscribe here > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=psci-com or send requests > for items to be posted on your behalf to [log in to unmask] > To unsubscribe (or silence messages while away) send an email (any subject) > to [log in to unmask] with one of the following messages (ignoring > text in brackets) • signoff psci-com (to leave the list) • set psci-com > nomail (to stop receiving messages while on holiday) • set psci-com mail > (to resume getting messages) Contact list owner at > [log in to unmask] Small print and JISCMail acceptable use > policy https://sites.google.com/site/pscicomjiscmail/the-small-print > Contact Jisc Helpline: Email: [log in to unmask], Telephone: 0300 300 2212 > ********************************************************************** ********************************************************************** psci-com how-to: Once subscribed, send emails for the list to [log in to unmask] If not subscribed, either subscribe here https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=psci-com or send requests for items to be posted on your behalf to [log in to unmask] To unsubscribe (or silence messages while away) send an email (any subject) to [log in to unmask] with one of the following messages (ignoring text in brackets) • signoff psci-com (to leave the list) • set psci-com nomail (to stop receiving messages while on holiday) • set psci-com mail (to resume getting messages) Contact list owner at [log in to unmask] Small print and JISCMail acceptable use policy https://sites.google.com/site/pscicomjiscmail/the-small-print Contact Jisc Helpline: Email: [log in to unmask], Telephone: 0300 300 2212 **********************************************************************