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Title: Perception of Identity in Science Education (POISED): A pilot study of research with pupils in England and India
Authors: Tas, Maarten
Busher, Hugh
First Published: Sep-2010
Presented at: British Educational Research Association Annual Conference, Warwick: University of Warwick, UK 2010
Start Date: 3-Sep-2010
End Date: 5-Sep-2010
Abstract: The idea for the POISED project developed from the partnership of the School of Education, University of Leicester, a comprehensive 14-19 school in Leicestershire, and the link of this school with a 4-19 Academy in India following the English national curriculum. Because of the notions of one of the Science teachers at the Leicestershire 14-19 school was that the behaviour and interest in Science seemed to be very different from what he had seen in schools in India we decided to look at how students view themselves as science students and citizens, and possibly how carers/parents view their children in these areas. A collaborative project with a school in India would foster a greater understanding between students from India and England about school life and engage students with online technology. It would also help students and teachers to have a greater understanding of life, work and school in India and England, through considering students and teachers’ perspectives on this.3 When students at the Leicestershire 14-19 school had been approached and attended meetings to discuss the ideas for this project it became clear that one of the objectives for this study could be to help students develop as researchers and communicators. The students were very excited about the multicultural dimension and the idea of developing their identity as Science students and Researchers. There were very keen on helping to develop ideas of how to make this collaboration successful. After completion of the first phase of this project, the idea is to involve Inner City Schools in Leicester with a high percentage of second or third generation of pupils from Asian immigrants, and an all boys school and all girls school.
Version: Post-print
Status: Peer-reviewed
Type: Conference Paper
Appears in Collections:Conference Papers & Presentations, School of Education

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