Self-positioning in relation to science: the stories of nine adolescents

Figures & data

Table 1. Study structure.

Year		Classroom Year observations	Informal observations	Student interviews	Parents interviews
2016-17	Q4
	Q1
	Q2
2017-18	Q4
	Q1
	Q2
2018-19	Q4
	Q1
	Q2

Figure 1. Affective characteristics of the focus students at the start of the study.

Note: The values result from a Rasch analysis done on the data of all the students who answered the survey. The colours are a gradient of positive blue and negative red. As an affective characteristic becomes more positive, its hue becomes bluer, or redder as the characteristic becomes more negative. White cells are in the middle range of the results. Cells marked with X represent values of a characteristic that couldn’t be Rasch-calculated for a particular child.

Table 2. Summary of trends in each of the stories.

		Natan			Sarah			Carrie			Anna			Dan			Iris			Ruth			Jacob			Avi
Attunement to environmental factors	Parents and family	H	H	H	H	M	L	H	H	H	M	M	H	H	H	H	M	M	M	H	H	H	H	H	H	H	H	H
	Peers	L	M	M	M	H	H	L	M	M	H	H	H	H	H	H	H	H	H	M	M	H	M	M	H	M	M	H
	Science teachers and school science	M	M	M	H	L	M	H	L	H	L	L	L	L	L	M	L	L	M	H	L	H	L	L	H	M	L	H
	Learning science in informal settings	L	M	M	L	H	L	M	M	M	L	L	L	L	L	L	L	L	L	H	H	L	M	M	L	H	L	L
Personal traits	Self-efficacy in science	H	H	H	L	L	L	H	H	H	M	M	M	L	L	L	L	L	M	H	H	H	H	H	H	H	H	H
	Interest in science	L	M	L	H	M	L	M	M	M	L	L	L	L	L	L	L	L	L	H	H	H	H	H	M	M	L	H
	Attitudes towards science and scientists	M	M	M	H	M	M	H	H	H	L	M	H	L	L	L	L	L	L	H	H	H	H	H	H	M	L	H

Notes: For each participant, three values are shown for each year in the study, the years are shown from left to right, first to third year respectively. ‘H’ indicates High, ‘M’ indicates Medium, and ‘L’ indicates Low.

Figure 2. Two story summaries.