Camilla Schreiner's research while affiliated with The Research Council of Norway and other places

Publications (16)

Book
Full-text available
This is part 2 of the final report from ROSE (The Relevance of Science Education), a comparative study of 15 year old students' perceptions of science and science education. Here we present ROSE in more detail and present in-depth examples of how the date have been analyzed. The basis for this report is Camilla Schreiner's PhD (2006). We describ...
Book
Full-text available
This document is part 1 (of 2) of the final report of the ROSE project (the Relevance of Science Education), a project that has developed over a period of some 15 years and which directly and indirectly has involved partners from around 80 countries. We briefly describe the rationale, history and development of the project .We give an overview of t...
Article
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Can school science become more attractive, interesting and meaningful for young people of today? The point of departure for raising this question is the decline in enrolment in studies in science and technology (S&T) that is apparent in many OECD countries. We draw on perspectives from literature on late modernity and identity construction and we u...
Chapter
This article presents the comparative project ROSE (The Relevance of Science Education) on how 15-year old learners relate to science (and technology). The focus of ROSE is on the learners’ science and technology (S&T) related prior experiences, their interests, their future plans, their attitudes to and perceptions of school science and science in...
Article
Young people’s participation in science, technology, engineering and mathematics (STEM) is a matter of international concern. Studies and careers that require physical sciences and advanced mathematics are most affected by the problem and women in particular are under‐represented in many STEM fields. This article views international research about...
Chapter
Modern societies become more and more dominated and driven by science and technology (S&T). Such societies need a highly skilled workforce for a competitive global knowledge-based market. Furthermore, democratic societies need broadly educated citizens who can understand current S&T-based challenges and who can take part in democratic decisions. In...
Article
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The PhD study's paramount objective is to develop knowledge about girls who choose to study subjects where females are in minority, in an effort to help break down the barriers that prevent other girls from doing the same. The informants are first-and second-year college and university students in Norway. Through a qualitative narrative analysis of...
Article
Young people are growing up at a time when we have an increased awareness of the vulnerability of the natural world. We have realised how life on earth may suffer from the consequences of humans interfering with nature. Development of environmentally informed and active citizens is crucial for the future of our society and for the well-being of eve...
Article
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INTRODUCTIONi This chapter is based on the view that teaching must build on an understanding of students' values, cultures, priorities and concerns. Rather than discussing how value issues can be addressed in science lessons (the subject of other chapters in this volume), we aim at describing aspects of the spirit of our time, and how these might i...

Citations

... In exploring student choices using an identity framework, Cleaves (2005) showed that the self-perceptions of students' ability, combined with their life aspirations, drive their decision making to opt into or out of STEM-related subjects. Girls' perceptions of STEM are formed through a range of influences and often result in girls feeling that even if they do enjoy STEM, there is a misalignment between their self-identity and that of scientists and engineers (Schreiner and Sjøberg, 2007). This results in girls often seeing a career in STEM as unrelatable or not for them (Archer et al., 2017). ...
... Las puntuaciones medias o promedios de cada ítem se obtuvieron asignando un 1 en la escala de Likert a la categoría "Nada interesado" o "Muy en desacuerdo" y un 4 a la categoría "Muy interesado" o "Muy de acuerdo". Además, utilizando las puntuaciones medias de los apartados A, C y E, se analizaron las preferencias en áreas generales, definidas por Jenkins y Pell (2006), Schreiner (2006) y Elster (2007 como contenidos diversos de ciencias que agrupan diferentes ítems relacionados con esa área específica. En este sentido, se organizó y distribuyó cada ítem en una de las diez categorías, más una denominada "Los científicos y su impacto", que se propone aquí. ...
... Fensham (2001) referred to specific European projects with Science-Technology-Society themes designed to ensure that the science in the curriculum was of interest to both male and female students and more attractive to students of all achievement levels. Over the past two decades, school science curricula world-wide have developed considerably with a growing recognition of the need to cater for both male and female students and for a wider range of academic abilities and interests (see for example, Earp, 2022;Sjøberg & Schreiner 2012). Part of this direction has been science curricula relevant to students' daily experiences and with student-oriented learning; an excellent example is the German Chemie im Kontext (Parchmann et al., 2006) that was inspired by the Salters projects in England (Bennett & Lubben, 2006) and has similarities with ChemCom in the USA (Sutman & Bruce, 1992). ...
... Evidence indicates that students' performance in science is influenced by several affective factors such as their motivation (e.g., Organisation for Economic Cooperation and Development, 2010;Ratelle et al., 2007), interest, attitudes, and use of learning strategies (Bouckenooghe et al., 2016;Schunk et al., 2008;Sjoberg & Schreiner, 2006). Initiative-taking students are usually interested in classroom activities, are enthusiastic, and engage more in the learning process than their counterparts. ...
... In Ref. [8] it is stated, for example, that it is important to show students the connections between different subjects. This gives the students the opportunity to see the relevance and the use of STEM in everyday life [9]. ...
... Til tross for denne økningen har Norge fremdeles behov for flere fagkompetente realister. I de siste tiårene har det vaert stor bekymring over den lave realfagsrekrutteringen i Europa, som har ført til at flere land har satt i verk egne tiltak for å stimulere flere unge til å velge realfaglig utdanning og yrke (Bøe & Henriksen, 2013;Osborne, Simon, & Collins, 2003;Schreiner, Henriksen, Sjaastad, Jensen, & Løken, 2010;Schreiner & Sjøberg, 2012). I Norge ble det lansert en strategiplan i 2010, som het "Realfag for framtida". ...
... " This may be related to the different way in which boys set pri- orities compared to girls regarding their preferences for creative activities. Relevant questionnaire-based surveys have also indicated that girls are more eco-centric than boys (Schreiner & Sjoberg, 2003;Uitto, Juuti, Lavonen, & Meisalo, 2004). Further- more, according to Graziani, Cabral, and Santana (2013), there is a significant differ- ence for many environmental questions on which girls demonstrated better/higher results. ...
... Forsking på ungdom og utdanningsval har fått fram viktig kunnskap om samanhengar mellom ungdom sine utdanningsval og kjønn, sosial bakgrunn, etnisk tilhøyrsle og kultur (Bakken, 2007; Schreiner & Sjøberg, 2006; Danielsen, 2005; Illeris, 2002). Forskinga har på den måten gjeve verdifull innsikt i ungdomsalderen sine saertrekk og utfordringar (Heggen, Jørgensen, Paulgård, 2003; Heggen, 2004). ...
... STEM education equips learners with problem-solving skills and helps them become knowledge creators, composed, analytical thinkers, and technologically literate (Stohlmann et al., 2011). STEM education drives skills such as tenacity, collaboration, and knowledge application to careers requiring versatility as determinants of success and economic competitiveness in the global market (Boe et al., 2011;Bailey et al., 2015;Tanenbaum, 2016). In addition, STEM education helps to adequately equip students with attributes for the future, such as problem solvers, innovators, inventors, self-confident, logical thinkers, and technology literacy (Hasanah, 2020). ...
... Yet, instructional crisis communication on climate change may be constrained by the crisis's confounding qualities. For many students, climate change is spatially and temporally overwhelming (Verlie, 2019), as well as invisible (Schreiner et al., 2005). In addition, potential impacts of personal contributions seem insignificant and controversies over moral, ethical, and political dimensions are immense (Owens et al., 2017). ...