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Children’s Attitudes to Primary Science

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

This chapter reviews research into children’s attitudes toward primary science over the past 40 years. The authors discuss, synthesize, and critique methods and findings from studies to date. We look to the future and consider new directions in attitudinal research work with children including participatory approaches. Relevant literature in relation to primary children’s attitudes to science is also discussed. The literature considered reflects two major aspects of science: children’s attitudes to the science topics taught, and their interest in and enjoyment of science lessons.

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Authors and Affiliations

  1. School of Education, Queen’s University Belfast, Belfast, BT7 1HL, Northern Ireland

    Karen Kerr & Colette Murphy

Authors
  1. Karen Kerr
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  2. Colette Murphy
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Correspondence to Karen Kerr .

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Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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Kerr, K., Murphy, C. (2012). Children’s Attitudes to Primary Science. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_42

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