Student subject choice in the final years of school : why science is perceived to be of poor value

• Published in: Australian educational researcher Vol. 47; no. 4; pp. 591 - 609
• Main Author: Palmer, Tracey-Ann
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.09.2020; Springer; Springer Nature B.V
• Subjects: Adolescents; Children & youth; Course Selection (Students); Decision Making; Education; Educational Policy and Politics; Educational Psychology; Focus groups; Influence; Learner Engagement; Literacy; Longitudinal Studies; Parents & parenting; Peers; Postsecondary Education; Science Education; Science interests; Science teaching; Secondary education; Secondary school students; Self-efficacy; Socioeconomic factors; STEM education; Student Attitudes; Student behaviour; Student beliefs; Student Interests; Student Needs; Subject selection (Students); Teaching; Teaching and Teacher Education; Teaching Methods; Upper secondary years; Australia; Science; School; Post-compulsory; Subject choice; STEM
• ISSN: 0311-6999; 2210-5328
• DOI: 10.1007/s13384-019-00357-9

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. [Author abstract]