AbstractThe supply of scientists and scientifically literate citizens is vital for Australia’s prosperity. However, traditional approaches to inspire Australian children to choose Science in senior school and through to university have been insufficient to meet Australia’s needs for scientifically educated individuals. This study, Fresh Minds for Science, attempts to understand how students choose their subjects for study in Years 11 and 12 and how the choice of Science is influenced by this decision-making process. The study was conducted within a marketing and science framework informed by the Theory of Reasoned Action. It employed a mixed methods approach in an exploratory sequential design to examine student career aspirations and perceptions of subject choice. Research was conducted in five schools in the Sydney region. Data were collected and analysed from 10 focus groups with 50 students, interviews with 15 adult stakeholders within schools, seven subject selection event observations. Findings from this qualitative investigation were used to construct and administer a survey to 379 students. The survey examined student career aspirations, perceptions of subject choice and contained a Best Worst Scaling component to investigate the relative importance of the 21 factors that were found to be considered by students when choosing subjects. The findings indicate that participating students accepted and rejected subjects based on enjoyment, interest and the perceived need for those subjects in their future study or career plans. They saw the principal benefit of studying Science in particular was as preparation for a stereotypical career in science. This study suggests redressing students’ narrow perceptions of Science by marketing Science as an empowering and achievable ‘purchase’ that is valuable for a range of occupations and for life generally. It also recommends that students’ perceptions of their own abilities in Science be supported during the critical time in Year 10 at which subject choice is made.
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AcknowledgementThank you to my supervisor Professor Peter Aubusson and my co-supervisor Dr Paul Burke. I have been most fortunate to have enjoyed the help and support of two people of outstanding intelligence who have been enthusiastic supporters of my research. They have shared my excitement for discovery and helped me focus my gaze on the wood without losing sight of the forest. Through this wonderful journey they have been kind and given me support when I needed it and been silent when I did not. I could not have wished for better guidance.
I give my thanks also to the University of Technology Sydney who supported my work at all stages. I took full advantage of the excellent human and technical resources and feel I benefited greatly from the high quality information I received and skills I learned. I note the great assistance of Ms Racheal Laugery who guided me through the internal ethics process and also the Human Research Ethics Committee who were thorough yet pragmatic. My gratitude also to my editor, Dr Terry Fitzgerald, who helped me communicate my findings in a way that I hope you will find clear and enjoyable. I am grateful for the support of the Australian Government for the Australian Postgraduate Award which afforded me the luxury of studying my doctorate on a full-time basis. It would have been difficult for me to complete this work without this financial support. Finally my most sincere thanks must also go to the teaching professionals, administrators, and students at the participating schools. The staff at each school were a delight to work with – obliging and helpful. The students were generous with their time and opinions. I gained an understanding of just how hard educators and administrators work to provide quality education to our children. I am in awe of them. |