A theoretical understanding of the literature on student voice in the science classroom

References

• Appleton, J. J., and F. Lawrenz. 2011. “Student and Teacher Perspectives Across Mathematics and Science Classrooms: The Importance of Engaging Contexts.” School Science and Mathematics 111 (4): 143–155. doi:10.1111/j.1949-8594.2011.00072.x.
   Google Scholar
• Arvola, A. O., and I. Lundegard. 2012. “‘It’s Her Body’. When Students’ Argumentation Shows Displacement of Content in a Science Classroom.” Journal of Research in Science Teaching 42: 1121–1145. doi:10.1007/s11165-011-9237-2.
   Web of Science ®Google Scholar
• Basu, S. 2008. “How Students Design and Enact Physics Lessons: Five Immigrant Caribbean Youth and the Cultivation of Student Voice.” Journal of Research in Science Teaching 45 (8): 881–899. doi:10.1002/tea.20257.
   Web of Science ®Google Scholar
• Basu, S. J., A. Calabrese Barton, N. Clairmont, and D. Locke. 2009. “Developing a Framework for Critical Science Agency Through Case Study in a Conceptual Physics Context.” Cultural Studies of Science Education 4: 345–371. doi:10.1007/s11422-008-9135-8.
   Google Scholar
• Bayne, G. U. 2013. “Coteaching, Peer Tutoring and Curriculum Writing: Lasting Effects of Involving Students in Talking About Science.” Pedagogies: An International Journal 8 (4): 369–383. doi:10.1080/1554480x.2013.829275.
   Google Scholar
• Bolshakova, V. L. J., C. C. Johnson, and C. M. Czerniak. 2011. “‘It Depends on What Teacher You Got’: Urban Science Self-efficacy From Teacher and Student Voices.” Cultural Studies of Science Education 6: 961–997. doi:10.1007/s11422-011-9346-2.
   Google Scholar
• Cakmakci, G., H. Sevindik, M. Pektas, A. Uysal, F. Kole, and G. Kavak. 2012. “Investigating Turkish Primary School Students’ Interest in Science by Using Their Self-Generated Questions.” Research in Science Education 42: 469–489. doi:10.1007/s11165-010-9206-1.
   Web of Science ®Google Scholar
• Calabrese Barton, A., and E. Tan. 2010. “We Be Burnin’! Agency, Identity, and Science Learning.” Journal of the Learning Sciences 19 (2): 187–229. doi:10.1080/10508400903530044.
   Web of Science ®Google Scholar
• Cook Sather, A. 2002. “Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education.” Educational Researcher 31 (4): 3–14.10.3102/0013189X031004003
   Google Scholar
• Cook Sather, A. 2006. “Sound, Presence, and Power: “Student Voice” in Education Research and Reform.” Curriculum Inquiry 36 (4): 359–390.10.1111/j.1467-873X.2006.00363.x
   Web of Science ®Google Scholar
• Cook Sather, A. 2007. “What Would Happen If We Treated Students as Those With Opinions That Matter? The Benefits to Principals and Teachers of Supporting Youth Engagement.” NASSP Bulletin 91 (4): 343–362. doi:10.1177/0192636507309872.
   Google Scholar
• Crotty, M. 2013. The Foundations of Social Research: Meaning and Perspective in the Research Process. Prahran: Sage.
   Google Scholar
• Darby, L. 2005. “Science Students’ Perceptions of Engaging Pedagogy.” Research in Science Education 35: 425–445. doi:10.1007/s11165-005-4488-4.
   Web of Science ®Google Scholar
• Furman, M., and A. Calabrese Barton. 2006. “Capturing Urban Student Voices in the Creation of a Science Mini-documentary.” Journal of Research in Science Teaching 43 (7): 667–694. doi:10.1002/tea.20164.
   Web of Science ®Google Scholar
• Gabric, K. M., C. Z. Hovance, S. L. Comstock, and D. L. Harnisch. 2005. “Scientists in Their Own Classroom: The Use of Type II Technology in the Science Classroom.” Computers in the School 22 (3-4): 77–91.10.1300/J025v22n03_07
   Google Scholar
• Gomez-Arizaga, M. P., A. Kadir Bahar, C. June Maker, R. Zimmerman, and R. Pease. 2016. “How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of REAPS Model.” Eurasia Journal of Mathematics, Science, & Technology Education 12 (3): 431–455.
   Web of Science ®Google Scholar
• Hagay, G., and A. Baram-Tsabari. 2012. “Including Students’ Voices as Engagement With Curriculum: Perspectives From a Secondary Biology Course.” Canadian Journal of Science, Mathematics, and Technology Education 12 (2): 160–177. doi:10.1080/14926156.2012.679997.
   Google Scholar
• Hagay, G., and A. Baram-Tsabari. 2015. “A Strategy for Incorporating Students’ Interests into the High School Science Classroom.” Journal of Research in Science Teaching 52 (7): 979–978. doi:10.1002/tea.21228.
   Web of Science ®Google Scholar
• Harwell, S. 2000. “In Their Own Voices: Middle Level Girls’ Perceptions of Teaching and Learning Science.” Journal of Science Teacher Education 11 (3): 221–242. doi:10.1023/A:1009456724950.
   Google Scholar
• Jenkins, E. W., and N. W. Nelson. 2005. “Important But Not For Me: Students’ Attitudes Towards Secondary School Science in England.” Research in Science and Technological Education 23 (1): 41–57. doi:10.1080/02635140500068435.
   Google Scholar
• Jenkins, E. W., and R. G. Pell. 2006. “‘Me and the Environmental Challenges’: A Survey of English Secondary School Students’ Attitudes Towards the Environment.” International Journal of Science Education 28 (7): 765–780. doi:10.1080/09500690500498336.
   Web of Science ®Google Scholar
• Lawrenz, F. 1976. “Student Perception of the Classroom Learning Environment in Biology, Chemistry, and Physics Courses.” Journal of Research in Science Teaching 13 (4): 315–323. doi:10.1002/tea.3660130405.
   Google Scholar
• Levin, T., and T. Wagner. 2006. “In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom.” Instructional Science 34: 227–278. doi:10.1007/s11251-005-6929-x.
   Web of Science ®Google Scholar
• Logan, M., and K. Skamp. 2008. “Engaging Students in Science Across the Primary Secondary Interface: Listening to Students’ Voice.” Research in Science Education 38 (4): 501–527. doi:10.1007/s11165-007-9063-8.
   Web of Science ®Google Scholar
• Logan, M., and K. Skamp. 2013. “The Impact of Teachers and Their Science Teaching on Students’ ‘Science Interest’: A Four-year Study.” International Journal of Science Education 35 (17): 2879–2904. doi:10.1080/09500693.2012.667167.
   Web of Science ®Google Scholar
• Mallya, A., F. M. Mensah, I. R. Contento, P. A. Koch, and A. Calabrese Barton. 2012. “Extending Science Beyond the Classroom Door: Learning From Students’ Experience With the Choice, Control, and Change (C3) Curriculum.” Journal of Research in Science Teaching 49 (2): 244–269. doi:10.1002/tea.21006.
   Web of Science ®Google Scholar
• Nicaise, M., T. Gibney, and M. Crane. 2000. “Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom.” Journal of Science Education and Technology 9 (1): 79–94. doi:10.1023/A:1009477008671.
   Google Scholar
• Osborne, J., and S. Collins. 2001. “Pupils’ Views of the Role and Value of the Science Curriculum: A Focus-group Study.” International Journal of Science Education 23 (5): 441–467. doi:10.1080/0995006900100006518.
   Web of Science ®Google Scholar
• Osisioma, I., and C. R. Onyia. 2009. “Capturing Urban Middle School Students’ Voices on the Use of Inquiry in their Classrooms.” International Education Studies 2 (2): 3–16. doi:10.5539/ies.v2n2p3.
   Google Scholar
• Owen, S., D. Dickson, M. Stanisstreet, and E. Boyes. 2008. “Teaching Physics: Students’ Attitudes Towards Different Learning Activities.” Research in Science and Technological Education 26 (2): 113–128. doi:10.1080/02635140802036734.
   Google Scholar
• Paul, James L. 2005. Introduction to the Philosophies of Research and Criticism in Education and the Social Sciences. New Jersey: Pearson.
   Google Scholar
• Pedretti, E., J. Mayer-Smith, and J. Woodrow. 1998. “Technology, Text, and Talk: Students’ Perspectives on Teaching and Learning in a Technology-Enhanced Secondary Science Classroom.” Science Education 82: 569–589. doi:10.1002/(SICI)1098-237X(199809)82:5<569::AID-SCE3>3.0.CO;2-7.
   Web of Science ®Google Scholar
• Rahmawati, Y., and R. Koul. 2016. “Fieldwork, Co-teaching and Co-generative Dialogue in Lower Secondary School Environmental Science.” Issues in Educational Research 26 (1): 147–164.
   Web of Science ®Google Scholar
• Rop, C. 1999. “Student Perspectives on Success in high school chemistry.” Journal of Research in Science Teaching 36 (2): 221–237. doi:10.1002/(SICI)1098-2736(199902)36:2<221::AID-TEA7>3.0.CO;2-C.
   Web of Science ®Google Scholar
• Rudduck, J., and J. Flutter. 2004. How to Improve Your School: Giving Pupils a Voice. London: Continuum.
   Google Scholar
• Sahin, A., and N. Top. 2015. “STEM Students on the Stage (SOS): Promoting Student Voice and Choice in STEM Education Through an Interdisciplinary, Standards-focused, Project Based Learning Approach.” Journal of STEM Education 16 (3): 32–34.
   Google Scholar
• Seiler, G. 2011. “Reconstructing Science Curricula Through Student Voice and Choice.” Education and Urban Society 45 (3): 362–384. doi:10.1177/0013124511408596.
   Web of Science ®Google Scholar
• Toplis, R. 2012. “Students’ Views About Secondary School Science Lessons: The Role of Practical Work.” Research in Science Education 42: 531–549. doi:10.1007/s11165-011-9209-6.
   Web of Science ®Google Scholar