Tuesday, November 25, 2008
Making sciences a more popular choice among teenagers.
The number of young people choosing to study science after the age of 16 has risen by 2.7% this year but enthusiasm for science in the same age-group is still low; new research reveals some of the reasons why.
The STEM Programme was launched in 2006 by the DCSF to improve the standards of teaching and learningin science, technology, engineering and mathematics in schools, colleges and universities in the UK, following from the reports in the Sainsbury Review of Education. Since then there have been regional STEM coordinating groups and a national Director of the STEM programme to ensure and monitor progress and best next steps. Under this system there have been many more opportunities for professional development of staff teaching in STEM subjects and advice and resources for students.
Over the same period the number of young people choosing to study the physical and chemical sciences post 16 has remained low compared both to the past and other countries and many teachers have continued to express concern about the level of interest in and understanding of the relevance of science among students.
Two recent surveys of young people give educationalists insight into the reasons why.
Learning to Love Science, a survey of young people aged 9-14 by the Chemical Industry Education Centre, University of York, published earlier this year found young people became less interested in Science as they got older (read it here) with only 9% saying a science was their favourite subject at school by the age of 14.
A second survey published by The Science Council this month interviewed 1,00016-18 year olds and found that the majority of respondents did not agree that qulaifications in Science would be useful to them later in life. According to the research only 35% of the 16-18 year olds thought science qualifications would be helpful or useful in their chosen career. Only 25% of respondents agreed that science was or would be relevant to their lives. ( Survey conducted by Onepoll, October 2008 click here to read it )
The two surveys together reveal that to increase uptake of sciences significantly as set out in the STEM Framework, teachers, schools and educationalists needs to raise awareness of the role of Science in society. A new website launched by The Science Council this month aims to address these perceptions. Aimed at 11-19 year olds futuremorph explains and explores all aspects of science in everyday life, present and future. It features profiles of people in a broad range of jobs for which they use Science including Sport and Fashion. There are dedicated sections for each Key Stage and free resources for teachers and students to download.
The STEM programme has also launched a set of STEM directories. These are comprehensive directories of resources and activities which have been screened, tested and approved as effective in the teaching and learning of the STEM subject areas. These will be added to and updated over a three year programme and are available free to all teachers in UK schools. There is a dedicated STEM Directories website which you can visit by clicking here.
By listening to the learners to find out why areas of study are not appealing to them, those producing resources have been able to address the underlying causes of the low levels of young people choosing to study science and target resources to meet this need. The STEM Directories have built consultation into their development programme to ensure all new materials address the concerns, interests and needs of teachers and learners.
The most recent development from the STEM Framework groups is a set of accredited courses which focus on developing leadership capabilities through the teaching and learning of the STEM subjects. The STEM Leader qualification is the first qualification to accredit Leadership skills gained through Maths , Science. Engineering and Technology. It is a BTEC Level 1&2 qualification offered by Edexcell. Click here to find out more