Current research
National reportsSeveral comprehensive national reports have been produced in recent years which have looked at the issue of student enrolments in science and factors relating to the problem of falling numbers. These reports are “Participation in Science, Mathematics and Technology in Australian Education” (Ainley, Kos & Nicholas, 2008), “Choosing Science” (Lyons & Quinn, 2010), “The Status and Quality of Year 11 and 12 Science in Australian Schools” (Goodrum, Druhan, & Abbs, 2012), and “Mathematics, Engineering and Science in the National Interest” (Office of the Chief Scientist, 2012). These reports provide data and analysis regarding past enrolments in school science, the context within which science is chosen, a review of senior science and an overview of the issue relating to Australia’s future.
|
Independent researchFurther, a range of studies by independent researchers and ACER (the Australian Council for Educational Research) and AAS (the Australian Academy of Science) have been conducted attempting to find ways of improving the uptake of science in schools (For example see: Ainley, Kos & Nicholas, 2008; Goodrum, Druhan., & Abbs, 2012; Thomson, 2005; Tytler, 2007 ). Some of the major reasons posed for decreasing enrolments are male preferences for some science subjects and the decreased relative popularity of science as a subject
generally (Dobson, 2006). Other factors cited are extended subject choice within schools which makes science less appealing and that students are unaware of the range of science-related careers available (Lyons, 2006a; Lyons & Quinn, 2010). |
Choosing a subject seems to be a poorly understood process. As a key step in the supply of scientists, we need to know why students choose as they do.
Practicalities of choice and gender considerations
How choice is madeChoice of subject in year 10 is limited by the practicalities of that selection. Students need to take six or seven subjects and with compulsory English and sometimes Religion excluded there are many options to fill the available spaces. In addition, those students looking towards University are aware of the requirement to obtain a suitable ATAR and prerequisite subjects. There is evidence that students do not choose physics and chemistry because the utility value of these subjects is less than their relative cost value (Kessels & Taconis, 2012; Lyons & Quinn, 2010). In a complex choice environment, if a student does not perceive the subject as worth the effort or is performing poorly in science and then is discouraged from taking science or cannot timetable the subject then choosing an alternate subject is perceived as a sensible decision. The validity of these perceptions and how they influence the decision process of the students is an important area addressed by this study.
|
Gender and scienceGender as it plays a significant role in choice of Science. Male and female students are evenly balanced when it comes to studying chemistry although males have a slight preference. With respect to physics, however, there is clear gender bias towards males (Ainley, Kos & Nicholas, 2008; Thompson 2005). This bias is thought to be due to basic differential preferences in the genders rather than a specific result of teaching practices with males intrinsically preferring mathematics-physical sciences clusters at school (Thomson, 2005). Females make up an increasing proportion of the student population and show a preference for working in an area that will self-evidently help people such as biology rather than the enabling sciences which are lead to non-traditional roles for women (Dobson 2006; Jenkins & Pell, 2006). The quest to explain in detail why such gender differences exist has made it the subject of numerous papers and books and prompted the controversial “science it’s a girl thing” advertising campaign by the EEC in 2012 to encourage more females into the area (Ceci & Williams, 2007; see Bridge8.wordpress.com at #onsci for commentary on EEC campaign). In addition, the ethics of actively encouraging girls to to science has been posed as questionable (Quinn & Lyons 2011). Within a marketing framework, however, gender can be seen as a practicality of choice and defining characteristic of the customer and hence provides a factor in understanding choice rather than a factor driving choice.
|
Behaviour revealed
The behaviour of students in the act of choosing science is uncertain. When asked, students in year 10 stated they intended to choose science and that their major reason for choosing particular science subjects was because they liked science and thought they would do well. However, when time for enrolment came, substantially fewer students chose science that those who had indicated they wanted to (Venville, Oliver, Longnecker & Rennie, 2010). There is a gap in the intention stated by students and their actual behaviour.
In summary, research on student’s choice of science is founded on attempting to understand attitudes and influences, all of which play a role in the decision to choose science. There is, however a mismatch between the translation of these factors into behaviour.
Top
In summary, research on student’s choice of science is founded on attempting to understand attitudes and influences, all of which play a role in the decision to choose science. There is, however a mismatch between the translation of these factors into behaviour.
Top