Current approaches
Strategies to helpMuch intervention to encourage more students into science has focussed on improving engagement in the classroom. It has been argued that science is being taught in a transmissive, generalized manner which conflicts with the needs of modern students (Goodrum, Hackling & Rennie 2001; Tytler 2007). There are
significant funds being allocated by government to increase the number of students taking science and mathematics in schools by improving teaching and engagement (Australian Government, 2011; DEEWR 2012b). In addition to these resources, the Australian Curriculum attempts to address the issues of content and difficulty (ACARA, 2012). The support for programs to address the issue of falling science enrolments is substantial and indicates the importance of future scientists for Australia. Such investment needs to be supported by research to ensure that funds are well placed to find solutions that influence science subject choice behaviour. This research is aimed at finding solutions that benefit students, policymakers and society. Top |
The futureStudents’ attitudes to science appear as a key issue in the literature with mixed results showing students having a generally positive (although declining) attitude to science however there is a general consensus that there is a need for a change in school science (Ainley, Kos & Nicholas 2008; Lyons, 2006b; Hassan, 2008; Kidman, 2009). Much work has been done to enhance student interest and engagement with science (Tytler, 2007; Lyons and Quinn, 2010). Of concern is that teachers within schools who have attempted to change pedagogies and curriculum after professional learning has not proven sufficient to arrest the decline in numbers of students studying science in those schools (Elliot & Paige, 2010). The lack of clarity in understanding of student behaviour towards science choice and failure of interventions within schools to alter student behaviour has led to the development of a set of research questions to investigate the issue.
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