Student Subject Choice in the Final Years of School: Why Science Is Perceived to Be of Poor Value

Autor/in	Palmer, Tracey-Ann
Titel	Student Subject Choice in the Final Years of School: Why Science Is Perceived to Be of Poor Value
Quelle	In: Australian Educational Researcher, 47 (2020) 4, S.591-609 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palmer, Tracey-Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00357-9
Schlagwörter	Course Selection (Students); Decision Making; Science Education; Student Attitudes; Postsecondary Education; Student Interests; Learner Engagement; Student Needs + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Decision-making; Entscheidungsfindung; Naturwissenschaftliche Bildung; Schülerverhalten; Post-secondary education; Tertiäre Bildung; Studieninteresse
Abstract	The decision to continue with science in school has a critical impact on the supply of the scientific skills necessary for a prosperous modern society. Low participation rates in post-compulsory school science have been a persistent problem and the decision process employed by students in choosing science is poorly understood. In this study, 10 focus groups were conducted with 50 students from four schools. Students were asked how they selected their subjects and their opinions on choosing science. Students described their subject selection as a two-stage process. First, they chose and rejected subjects based on enjoyment, interest and need. Second, they sought information and advice to fulfil their subject quota. Compared to other subjects, the sciences were considered more difficult and useful only for stereotypical scientific careers. It is suggested that science may be 'overpriced' and 'undervalued' by students and that these perceptions can be addressed at subject-selection time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01