These conclusions are directly from the end of my thesis. The link to my thesis will be posted on this page when available.
Conclusion
The aim of the Fresh Minds for Science study was to understand how students choose their subjects for study in Years 11 and 12 at school and how the choice of Science is influenced by this decision process. This study proposes that the student may be considered as a potential customer of Science and therefore students are evaluating the subjects they could choose in terms of their perceived value. The strategies suggested to change student behaviour are based on a marketing approach underpinned by the behavioural model of TRA.
It is not claimed that the decision-making process is the only thing that needs to be taken into account when considering the issue of Science subject selection. On the contrary, the findings of this study indicate that a variety of interrelated factors lead to a student’s decision to choose or reject Science for study in Years 11 and 12 at school. Nonetheless, is it is clear that this turning point in Year 10, when the selection decision is made, is a critical step in the path towards the acquisition of valuable scientific skills for themselves and society.
The group that presents the greatest opportunity for increasing the selection of Science are those students who are undecided about whether to continue with Science at the time subject choice is made. Influencing students who reject Science on emotive grounds in the first stage of their subject choice decision process to reconsider is difficult. Challenging students’ perceptions regarding the costs and benefits of choosing Science by encouraging them to view success in Science as valuable, achievable and empowering has the potential to increase participation in the Sciences generally.
The findings here suggest that most students rejecting science are making a rational choice based on their perceptions of the costs and benefits of choosing Science. The cost is measured predominantly in terms of effort to produce marks. The benefit is how useful Science will be in to a student’s future. This usefulness is twofold - Sciences’ ability to gain the marks necessary for the ATAR to gain entry to university courses and the need for Science knowledge in a future career. When Science is evaluated as a subject for choice, the perceptions students hold about these costs and benefits will influence their choice of Science.
This work has implications for encouraging more students to study Science. To alter student perceptions of Science at the time students are making their choice requires a change in how Science is promoted. Science is seen as a challenging subject with limited use in terms of both its contribution to a high ATAR and in its usefulness in a broad range of careers. The three strategies suggested are targeted at enhancing the perception of Science so that it is seen as valuable to a students’ future, that success in Science is achievable, and that Science is empowering with value beyond a career. These strategies do not depend on a fundamental change in science pedagogy or content. Instead, they are designed to provide students with credible and relevant information that helps them reappraise the value of Science and decide that Science has a place in their future.
It is not claimed that the decision-making process is the only thing that needs to be taken into account when considering the issue of Science subject selection. On the contrary, the findings of this study indicate that a variety of interrelated factors lead to a student’s decision to choose or reject Science for study in Years 11 and 12 at school. Nonetheless, is it is clear that this turning point in Year 10, when the selection decision is made, is a critical step in the path towards the acquisition of valuable scientific skills for themselves and society.
The group that presents the greatest opportunity for increasing the selection of Science are those students who are undecided about whether to continue with Science at the time subject choice is made. Influencing students who reject Science on emotive grounds in the first stage of their subject choice decision process to reconsider is difficult. Challenging students’ perceptions regarding the costs and benefits of choosing Science by encouraging them to view success in Science as valuable, achievable and empowering has the potential to increase participation in the Sciences generally.
The findings here suggest that most students rejecting science are making a rational choice based on their perceptions of the costs and benefits of choosing Science. The cost is measured predominantly in terms of effort to produce marks. The benefit is how useful Science will be in to a student’s future. This usefulness is twofold - Sciences’ ability to gain the marks necessary for the ATAR to gain entry to university courses and the need for Science knowledge in a future career. When Science is evaluated as a subject for choice, the perceptions students hold about these costs and benefits will influence their choice of Science.
This work has implications for encouraging more students to study Science. To alter student perceptions of Science at the time students are making their choice requires a change in how Science is promoted. Science is seen as a challenging subject with limited use in terms of both its contribution to a high ATAR and in its usefulness in a broad range of careers. The three strategies suggested are targeted at enhancing the perception of Science so that it is seen as valuable to a students’ future, that success in Science is achievable, and that Science is empowering with value beyond a career. These strategies do not depend on a fundamental change in science pedagogy or content. Instead, they are designed to provide students with credible and relevant information that helps them reappraise the value of Science and decide that Science has a place in their future.