Conceptualising positive student learning experiences in secondary science.

In recent decades, there has been an apparent decline in student participation in science post secondary education, and a clear drive to increase participation in science, technology, engineering, and mathematics ( subjects. To date, there is limited research that explores how positive learning experiences are conceptualised,yet there is emerging research evidence about their influence on dimensions of learning including academic development, learner identity and emotional and affective aspects of lea rning. It is therefore important to consider in a holistic way how these different dimensions might contribute to a consideration of what positive learning experiences look like for students in secondary science. The overall aim of this thesis is to explor e how positive learning experiences in secondary science are conceptulised by students and then to consider how this can inform science pedagogy and practice (with clear implications for science curriculum and teacher development, and future policy conside rations). This study is a single method interpretive inquiry that consists of two phases. The first phase consists of two systematic reviews to synthesise existing research evidence the first systematic review will focus on affect and emotion in the context of science learning and the second systematic review will focus on factors that contribute to positive learning experiences in science. The evidence synthesised from systematic reviews will frame the second phase of this inquiry the interview phase, using semi structured interviews in North East England schools to holistically explore with students (aged 13 14 years) how they conceptualise and make sense of their learning experiences in science.