Papers by Sue Dale Tunnicliffe
Girls and science education in Mauritius: a study of science class practices and their effects on girls
Research in Science & Technological Education, 2013
Background: The population of Mauritius consists of 52% females and scientific literacy is seen t... more Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling. Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science. Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations. Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science. Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science. Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences.
Parents and their children’s choice of school science subjects and career intentions: a study from Mauritius
Research in Science & Technological Education, 2019
ABSTRACTBackground: Varied and complex forms of parental influence may shape young people’s decis... more ABSTRACTBackground: Varied and complex forms of parental influence may shape young people’s decisions about whether or not to study science once it is no longer compulsory in school.Purpose: This s...
Gender still an issue in developing countries: a Review of ADD-GASAT International Conference
International Journal of Gender, Science, and Technology, 2014
Parents and their children's choice of school science subjects and career intentions: a study from Mauritius
Research in Science & Technological Education, Aug 14, 2019
ABSTRACTBackground: Varied and complex forms of parental influence may shape young people’s decis... more ABSTRACTBackground: Varied and complex forms of parental influence may shape young people’s decisions about whether or not to study science once it is no longer compulsory in school.Purpose: This s...
This research attempts to identify the factors which influence the choice of science subjects in ... more This research attempts to identify the factors which influence the choice of science subjects in Mauritius among girls at the end of the third year of secondary education, the level up to which science is a compulsory subject. This low uptake of science subjects by girls beyond the compulsory level is a matter of concern. The study was undertaken in four purposely selected schools in Mauritius, two mixed-sex and two girls' schools. Using mainly a qualitative approach, data were collected through: (i) non-participant observations of 60 science and 20 non-science lessons, (ii) 16 semi-structured face-to-face interviews of teachers, and six group interviews with pupils and (iii) 135 questionnaires administered to the parents of the pupils in the classes observed in the four schools. Based on the results of a pilot study, modifications were made for the main study. The data provided insights into teachers' teaching approaches, the behaviour and interest of pupils in the lessons and other factors such as pupils' perceptions of science, their self-identity and role models, and the extent to which parents and peers influence the choice of subjects among girls. The findings show that teaching approaches were mainly traditional and that both girls and boys prefer hands-on activities and contextual examples reflecting real-life situations. The majority of the girls' experiences of science were negative and this deterred them from taking science beyond the compulsory level although they were aware of its importance. Teachers had positive opinions about girls' ability to do science but stated that lack of infrastructure facilities did not allow them to involve the pupils in practical work as much as they would wish. However, brighter girls' decisions to study sciences were not outweighed by these factors. Parents felt that they did not influence their daughters in the choice of subjects or eventual careers though they held science in high esteem.
In order to name an animal they see, children must use their existing mental models to provide th... more In order to name an animal they see, children must use their existing mental models to provide the animal with a name. In this study, pupils between the ages of 4 and 14 are presented with preserved specimens of 6 different animals and asked a series of questions about them. The results indicate that pupils of all ages mainly recognize and use anatomical features when naming the animals and explaining why they are what they are. Older students are more likely to use behavioral and habitat attributes and girls are more likely than boys to refer to features of the head, face, and eyes. For both girls and boys, the home and direct observation are more important as sources of knowledge than school or books, though books are more important for boys than girls. As students age their reasons for grouping animals becomes more complicated. (Contains 17 references.) (DDR) ******************************************************************************** Reproductions supplied by EDRS are the be...
ICASE Primary Source Book
Think and Do - Materials and Forces
Soil and sky - Think and Do
Ourselves and the Environment - Think and Do
Primary Science Activities Around the World
Extending Science: Pregnancy and Birth
Children's concepts of insects by means of drawings in Brazil
Children have a basic similar knowledge of real insects and other invertebrates, which they assim... more Children have a basic similar knowledge of real insects and other invertebrates, which they assimilate from their spontaneous observations during their everyday life, in their gardens, the locality or in the school grounds. Fiftythree children aged 4, one hundred and thirty four children aged 5 and 29 children aged 6 enrolled in southern Brazi lpreschools were invited to participate in this exploratory study. They were asked, in their native language of Portuguese, to draw a representation of what the word ‘insect’ meant to them. Results show the importance of everyday observations beyond formal education for the developing knowledge of children. Childrne from the earliest years notice insects in their everyday lives and build a bank of knowledge, gradually acquiring an understanding of adaptation of habitats. Children notice insects in their lives to differing extent and sources according to the culture in which they are immersed. Experiences of seeing or finding out about insects ...
In a German botanic garden, Kindergarten children were presented opportunities for first hand obs... more In a German botanic garden, Kindergarten children were presented opportunities for first hand observations of plants. The experiences were facilitated by educators from the venue who did not instruct but provided challenges and supported the children during their investigations. We wanted to find out if this approach facilitated the development of situational interest and whether theoretical categories postulated by researchers in interest theory (e.g. the need for competence) were identifiable in the responses of young children. Data were collected using a multi method approach. In this paper, were focused on data from participant observation of the children's behaviour and conversations. Te data have been validated with data from post-visit interviews and a questionnaire. Analysis was performed by reiterative reading of the completed observation sheets. categories emerged were matched with those that had been postulated in previous research. The data indicated that the childre...
Live and Learn Baby Science Part 2
Gender still an issue in developing countries: a Review of ADD-GASAT International Conference
International Journal of Gender Science and Technology, Jul 25, 2014
Engaging the interest of zoo visitors as a key to biological learning
Science Education Is Changing - Were You At The Debate? Attending Education Conferences
It is very important that zoo educators keep in touch with what is happening in the education wor... more It is very important that zoo educators keep in touch with what is happening in the education world of schools and attendance at education, particularly science education, conferences is an excellent and enjoyable (and tiring!) means of doing this. Science education in many countries now focuses on standards - in England there is a national curriculum for all subjects and science is one of the three subjects tested nationally at four stages in a child's career. In the USA there are standards nationally with State Standards and local standards to which teachers have to teach and against which students are tested. Teachers are again teaching for the test and look for assistance in covering the topics required from out-of school institutions such as zoos. This need for assurance and assistance was very evident at the recent National Science Teachers Conventions (NSTA) held in Orlando, Florida at the beginning of April. Many, many sessions were about teaching to standards and assess...
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Papers by Sue Dale Tunnicliffe