Shirazi Poster
2
Research question 1: How do students’ perceptions of school science change as they progress through secondary school? Research question 2: Which school factors influence choice of science post-16? Which school factors have encouraged you to take science? Which school factors have put you off taking science? 74% 20% 57% 40% Yes No Scientists Non-scientists Did school influence your choice to take science or not post-16? Literature cited Barmby P, Kind P & Jones K (2007) Examining Changing Attitudes in Secondary School Science. International Journal of Science Education 1–19. Further information: [email protected] . Poster can be accessed as pdf at www.shahworld.com Student experience of secondary school science and its relationship to post-16 science take-up Shaista Shirazi School of Education, University of Leeds Background and rationale Experience of science at school is an important factor in choosing whether to take science post 16 (Review by Barmby, Kind & Jones, 2008) Few studies report student narrative about their perceptions of school science particularly those students who have not chosen science. Two-phased mixed methods research Phase 1: Survey questionnaires (N=590) Phase 2: Semi-structured interviews (N=58) Progressive trajectory High points: liked science topics Low points: boring repetitive work. Biggest influence on science choice: Career Regressive trajectory high point : interesting and less complicated science work Low point : frustrating / boring science topics Biggest influence on not taking science: exam results In year 6, I enjoyed science because it didn’t seem too taxing and it was quite a lot of fun because we did practicals and we did animals and all that kind of stuff. female scientist It was the teacher I had at the time... it was her teaching style. I just didn’t get on with the teacher, her teaching style, her personality; this particular teacher just completely ruined the subject for me. So for that reason alone when it came to choosing the subjects at GCSE, if I had a choice I wouldn’t have done science at all. male non-scientist I am passionate about science but if they (the teachers) had made it boring then I would have been deterred, even though I have a deep passion for it. If they made it boring I wouldn’t do something I didn’t enjoy, so yeah it wo uld have really affected my choice. male scientist Explain the high and low points of your graph Influences % students Science topics taught 21 Exam results 20 Teacher 16 Options allowed by school 14 Careers advice 12 Way science is taught 12 Influences % students Exam results 45 Science topics taught 37 Teacher 21 Options allowed by school 20 Careers advice 18 Way science is taught 17
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Transcript of Shirazi Poster
7/31/2019 Shirazi Poster
http://slidepdf.com/reader/full/shirazi-poster 1/1
Research question 1: How do students’ perceptions of school science change as they progress through
secondary school?
Research question 2: Which school factors influence choice of science post-16?
Which school factors have encouraged you
to take science?
Which school factors have put you off taking
science?
74%
20%
57%
40%
Yes No
Scientists Non-scientist
Did school influence your choice to
take science or not post-16?
Literature cited
Barmby P, Kind P & Jones K (2007) Examining Changing Attitudes
Secondary School Science. International Journal of
Science Education 1–19.
Further information: [email protected] .
Poster can be accessed as pdf at www.shahworld.com
Student experience of secondary school science and its
relationship to post-16 science take-up
Shaista Shirazi
School of Education, University of Leeds
Background and rationale
Experience of science at school is
an important factor in choosing
whether to take science post 16
Review by Barmby, Kind & Jones,
2008)
Few studies report student
narrative about their perceptions
of school science particularly
those students who have not
chosen science.
Two-phased mixed methods
research
Phase 1:
Survey questionnaires (N=590)
Phase 2:
Semi-structured interviews (N=58)
Progressive trajectory
High points: liked science topics
Low points: boring repetitive
work.
Biggest influence on science
choice: Career
Regressive trajectory
high point : interesting and less
complicated science work
Low point : frustrating / boring
science topics
Biggest influence on not taking
science: exam results
In year 6, I enjoyed science because itdidn’t seem too taxing and it wasquite a lot of fun because we did
practicals and we did animals and all that kind of stuff.
female scientist
It was the teacher I had at the time... it was her
teaching style. I just didn’t get on with the teacher, her teaching style, her personality; this particular teacher just completely ruined the subject for me. So for thatreason alone when it came to choosing the subjects atGCSE, if I had a choice I wouldn’t have done science atall.
male non-scientist
I am passionate about science but if they (theteachers) had made it boring then I would havebeen deterred, even though I have a deep passion
for it. If they made it boring I wouldn’t dosomething I didn’t enjoy, so yeah it would havereally affected my choice.
male scientist
Explain the high
and low points of
your graph
Influences % students
Science topics
taught
21
Exam results 20
Teacher 16
Options allowed by
school
14
Careers advice 12
Way science is
taught
12
Influences % students
Exam results 45
Science topics taught 37
Teacher 21
Options allowed by
school
20
Careers advice 18
Way science is taught 17
