Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/11505
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dc.contributor.authorSalehjee, S-
dc.contributor.authorWatts, DM-
dc.date.accessioned2015-10-21T13:12:15Z-
dc.date.available2015-03-04-
dc.date.available2015-10-21T13:12:15Z-
dc.date.issued2015-
dc.identifier.citationInternational Journal of Science Education, 37(4): 727 - 743, (2015)en_US
dc.identifier.issn0950-0693-
dc.identifier.issn1464-5289-
dc.identifier.urihttp://www.tandfonline.com/doi/abs/10.1080/09500693.2015.1013075-
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/11505-
dc.description.abstractAn analysis of 12 semi-structured interviews with university-based scientists and non-scientists illustrates their life journeys towards, or away from, science and the strengths and impact of life occurrences leading them to choose science or non-science professions. We have adopted narrative approaches and used Mezirow's transformative learning theory framework. The areas of discussion from the result have stressed on three main categories that include ‘smooth transition’, ‘incremental wavering transition' and ‘transformative transition’. The article concludes by discussing the key influences that shaped initial attitudes and direction in these people through natural inclination, environmental inspirations and perceptions of science.en_US
dc.format.extent727 - 743-
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.subjectScientistsen_US
dc.subjectNon-scientistsen_US
dc.subjectNarrativeen_US
dc.subjectTransformative learning theoryen_US
dc.subjectAttitudeen_US
dc.titleScience lives: School choices and ‘natural tendencies’en_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1080/09500693.2015.1013075-
dc.relation.isPartOfInternational Journal of Science Education-
pubs.issue4-
pubs.publication-statusPublished-
pubs.publication-statusPublished-
pubs.volume37-
Appears in Collections:Dept of Education Research Papers

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