PUBLICATION INFORMATION
TITLE OF PUBLICATION
PROMOTING SCIENCE AND MOTIVATING STUDENTS IN THE 21ST CENTURY
NAME OF AUTHOR(S)
Marilyn Brodie
NAME OF PUBLISHER
Centre for Science Education (UK)
LANGUAGE OF PUBLICATION
English
PUBLICATION TYPOLOGY
Web Article
TARGET GROUP OF PUBLICATION
Researchers
SIZE OF THE PUBLICATION
3 – 10 pages
DESCRIPTION OF CONTENTS
ENG:
When science is taught out of context and seems irrelevant to their lives, many students lose interest. And if a student’s own motivation is disregarded, even the most careful preparation on the part of the teacher will be wasted. It is crucial, therefore, to highlight the importance of science and its relevance to students’ lives. Students also need more positive and realistic demonstrations of the scope and limitations of science and scientists. Both of these challenges can be addressed by mobilising the scientific and engineering research community.
The UK has a long tradition of educating and training scientists, engineers and mathematicians who have contributed greatly to the economic stability of the nation. However, even though more young people are entering higher education, fewer students are choosing mathematics, physics and chemistry (HESA, 2005), resulting in a skills shortage. The key to reversing this trend is to inspire and enthuse young people in science and engineering throughout their school education. Mathematics and the physical sciences, however, lack positive role models and effective careers advice for aspiring students (Roberts, 2002; Rasekoala, 2001).
A survey of 50 schools across the UK showed that although most students enjoyed learning science at school, few wanted to study science after school (Bevins et al., 2005). Physics in particular was seen as complex and difficult.
Students recognised that access to practising scientists and engineers would increase their interest and enthusiasm, as well as provide valuable information on careers and studies. They also felt that an expert in the classroom would help to put the subject into context and make classroom activities more exciting.
Students also suggested that school visits by professionals and to their workplaces would help them to learn about and understand specific professions.
Both the Researchers in Residence project and the Express Yourself conferences expose students to practising scientists and engineers, developing the students’ images of scientists and engineers, as well as of the fields of science and engineering.
Researchers in Residence is a project to bring some of the most creative research talents in the UK into secondary schools. The chosen researchers are fiercely passionate about their subject and their enthusiasm can ignite a fresh interest for science among young people.
PhD students and post-doctoral researchers in science, technology, engineering and mathematics volunteer to spend four to five days in secondary schools. They may give classroom support or presentations, arrange visits or attend field trips. After the initial placement, many researchers continue their involvement with the schools (Brodie & Hudson, 1995).
Among the reasons given by researchers for their involvement are the opportunities to: act as a positive role model (~40% are female); demystify research; improve the image of scientists; and pass on enthusiasm for science, technology, engineering and mathematics. Furthermore, the researchers may benefit by improving their communication skills, investigating the world of education and teaching, enhancing their CV – or simply by taking a break from their normal routine.
FR :
Quand la science est enseignée hors contexte et ne semble pas pertinente à leurs vies, de nombreux étudiants perdent tout intérêt. Et si la motivation propre de l'étudiant n'est pas prise compte, même la préparation la plus minutieuse de la part de l'enseignant sera vaine. Il est donc crucial de souligner l'importance de la science et sa pertinence pour la vie des élèves. Les étudiants ont également besoin de démonstrations plus positives et réalistes de la portée et des limites de la science et des scientifiques. Ces deux obstacles peuvent être surmontés par la mobilisation de la communauté de la recherche scientifique et de l'ingénierie. Le Royaume-Uni a une longue tradition d’éducation et de formation de scientifiques, d'ingénieurs et de mathématiciens qui ont contribué grandement à la stabilité économique de la nation. Cependant, même si plus de jeunes entrent dans l'enseignement supérieur, moins d'étudiants choisissent les mathématiques, la physique et la chimie (HESA, 2005), ce qui entraîne une pénurie de compétences. La clé pour inverser cette tendance est d'inspirer et enthousiasmer les jeunes en sciences et ingénierie tout au long de leur éducation scolaire. Les mathématiques et les sciences physiques, cependant, manquent de modèles positifs et de conseil de carrière efficaces pour les futurs étudiants (Roberts, 2002; Rasekoala, 2001).
Une enquête auprès de 50 écoles à travers le Royaume-Uni a montré que, bien que la plupart des étudiants aient apprécié l'apprentissage des sciences à l'école, peu d'entre eux voulaient étudier les sciences après l'école (Bevins et al._ 2005). La physique en particulier a été considérée comme complexe et difficile. Les étudiants ont reconnu que rencontrer des scientifiques et des ingénieurs en exercice permettrait d'accroître leur intérêt et leur enthousiasme, ainsi que de fournir des informations précieuses sur les carrières et les études. Ils ont également estimé que la présence d’un expert en classe permettrait de replacer le sujet dans son contexte et de rendre les activités en classe plus excitantes. Les étudiants ont également suggéré que les visites scolaires par des professionnels et sur leurs lieux de travail les aideraient à connaître et à comprendre les professions spécifiques. Les chercheurs des projets « Residence » et des conférences « Express Yourself » exposent les étudiants à des scientifiques et des ingénieurs en exercice, en développant les images des élèves de scientifiques et d'ingénieurs, ainsi que des domaines des sciences et d'ingénierie.
« Researchers in Residence » est un projet visant à amener quelques-uns des talents de la recherche les plus créatifs du Royaume-Uni dans les écoles secondaires. Les chercheurs choisis sont farouchement passionnés par leur sujet et leur enthousiasme peut enflammer un intérêt nouveau pour la science chez les jeunes. Doctorants et post-doctorants en science, technologie, ingénierie et mathématiques se portent volontaires pour passer quatre ou cinq jours dans les écoles secondaires. Ils peuvent apporter un soutien en classe ou faire des présentations, organiser des visites ou assister à des visites sur le terrain. Après le placement initial, de nombreux chercheurs continuent leur collaboration avec les écoles (Brodie & Hudson, 1995). Parmi les raisons invoquées par les chercheurs pour leur implication, il y a les opportunités à : agir en tant que modèle positif (~ 40% sont des femmes) ; démystifier la recherche ; améliorer l'image des scientifiques ; et transmettre leur enthousiasme pour la science, la technologie, l'ingénierie et les mathématiques. En outre, les chercheurs pourront bénéficier de l'amélioration de leurs compétences en communication, de l'enquête sur le monde de l'éducation et de l'enseignement, de l'amélioration de leur CV - ou tout simplement prendre une pause dans leur traintrain quotidien.
REVIEWER’S COMMENTS ON THE PUBLICATION
ENG:
According to this article, when science is taught out of context and seems irrelevant to their lives, many students lose interest. And if a student’s own motivation is disregarded, even the most careful preparation on the part of the teacher will be wasted. It is crucial, therefore, to highlight the importance of science and its relevance to students’ lives. Students also need more positive and realistic demonstrations of the scope and limitations of science and scientists. Both of these challenges can be addressed by mobilizing the scientific and engineering research community.
Fewer students are choosing mathematics, physics and chemistry, resulting in a skills shortage. The key to reversing this trend is to inspire and enthuse young people in science and engineering throughout their school education. Mathematics and the physical sciences, however, lack positive role models and effective careers advice for aspiring students.
A survey of 50 schools across the UK showed that although most students enjoyed learning science at school, few wanted to study science after school. Physics in particular was seen as complex and difficult.
Students recognized that access to practicing scientists and engineers would increase their interest and enthusiasm, as well as provide valuable information on careers and studies. They also felt that an expert in the classroom would help to put the subject into context and make classroom activities more exciting.
Students also suggested that school visits by professionals and to their workplaces would help them to learn about and understand specific professions.
PhD students and post-doctoral researchers in science, technology, engineering and mathematics volunteer to spend four to five days in secondary schools. They may give classroom support or presentations, arrange visits or attend field trips. After the initial placement, many researchers continue their involvement with the schools.
FR :
D’après cet article, quand la science est enseignée hors contexte et ne semble pas pertinente à leurs vies, de nombreux étudiants perdent tout intérêt. Et si la motivation même de l'étudiant n'est pas prise en compte, même la préparation la plus minutieuse de la part de l'enseignant sera vaine. Il est donc crucial de souligner l'importance de la science et sa pertinence pour la vie des élèves. Les étudiants ont également besoin de démonstrations plus positives et réalistes de la portée et des limites de la science et des scientifiques. Ces deux défis peuvent être surmontés par la mobilisation de la communauté de la recherche scientifique et de l'ingénierie. Moins d'étudiants choisissent les mathématiques, la physique et la chimie, ce qui entraîne une pénurie de compétences. La clé pour inverser cette tendance est d'inspirer et enthousiasmer les jeunes en sciences et ingénierie tout au long de leur éducation scolaire. Les mathématiques et les sciences physiques, cependant, manquent de modèles positifs et de conseils de carrière efficaces pour les étudiants futurs.
Une enquête auprès de 50 écoles à travers le Royaume-Uni a montré que, bien que la plupart des étudiants aient apprécié l'apprentissage des sciences à l'école, peu d'entre eux voulaient poursuivre l’étude des sciences après l'école. La physique en particulier a été considéré comme complexe et difficile. Les étudiants ont reconnu que rencontrer des scientifiques et des ingénieurs en exercice augmenterait leur intérêt et leur enthousiasme, ainsi que fournir des informations précieuses sur les carrières et les études. Ils ont également estimé qu'un expert en classe permettrait de mettre le sujet dans son contexte et de rendre les activités en classe plus excitantes. Les étudiants ont également suggéré que les visites scolaires par des professionnels et sur leurs lieux de travail les aideraient à connaître et à comprendre des professions spécifiques. Doctorants et post-doctorants en science, technologie, ingénierie et mathématiques se portent volontaires pour passer de quatre à cinq jours dans les écoles secondaires. Ils peuvent apporter un soutien en classe ou faire des présentations, organiser des visites ou assister à des visites sur le terrain. Après le placement initial, de nombreux chercheurs continuent leur collaboration avec les écoles.
NAME OF THE REVIEWING ORGANISATION
INFOREF
Comments about this Publication
Your comments are welcome
Date: 2014.05.06
Posted by Mariusz Jarocki (Poland)
Message: The paper is very interesting study about students\' motivation, so it is highly relevant to the aims of Chemistry is all around Network project. The author points problems with decreasing skills in key nature science: maths, physics and chemistry. The observations come from UK, but their nature is universal and it applies to the most of the european countries. First, the author mentions some opinions from surveys, made among students of secondary schools. The opinions and suggestions show that although most students enjoyed learning science at school, few wanted to study science after school, because (mainly) of complexity of the courses.
Then, the author describes Researchers in Residence project. It relies on the motivation activities, organized by chosen researchers in English secondary schools. PhD students and post-doctoral researchers in science, technology, engineering and mathematics volunteer to spend four to five days in secondary schools. They may give classroom support or presentations, arrange visits or attend field trips. Next, Express Yourself conferences project, linked to the Researchers in Residence, is described. Both the initiatives resulted in increasing students\' motivation to study maths, physics and chemistry.
As the main conclusion the author says that science teachers and the scientific community have an important role in promoting science and raising its profile with young people, particularly by increasing student participation, motivation and success. The thesis is easy to prove in the context of successes of the mentioned programs.
Date: 2013.07.11
Posted by Veronika Popová (Czech Republic)
Message: The article is higly relevant to the project as it offers valuable ideas and possibilities how to:
1. enhance students motivation not only to learn natural sciences in school but also to involve natural sciences in considerations about their future career
2. promote natural science to students and bring it for them \"in life\" (open their eyes)
3. keep teachers abreast of developments on field of natural sciences
4. initiate new teaching methods of natural science and challenge teachers to cooperate with experts in classrooms
5. enhance importance of communication and presentation skills in science (both for students and researchers).
The article explains the causes of student´s lack of motivation to study (not only) chemistry by results of considerable extensive survey involving students and teachers of 50 schools across UK, which is highly relevant.
As the survey and both described projects promoting natural sciences (Researchers in Residence; Express Yourself conferences) were very extensive and demanding, it would be appropriate and helpful to make a follow-up survey of student´s motivation, which would bring comparative data teachers would surely benefit from.
Date: 2012.09.27
Posted by Michelle Herbert (Ireland)
Message: This paper is very relevant as it is very difficult to keep promoting Science. As the paper states the majority of students enjoying learning Science but don’t have the desire to study it after school. One of the main facts highlight in the paper that causes this is Science lacks of relevance to the everyday life of the student.
The main issue raised that causes difficulty in motivating students is its lack of relevance to the students life. This concern is extremely relevant and is a contributory factor to decreasing / low levels opting to take senior cycle Chemistry. It is perceived as difficult and complex.
The publication outlines two programmes that are currently running in the UK;
1. “Researches in Residence” where invited researchers volunteer 4-5 days to spend in school giving talks / demonstrations or accompanying students on field trips in order to create a positive image of the use of science in everyday life
2. “Express Yourself Concerns” here students are given the opportunity to discuss and present their own findings from various science investigations with the help of research scientists.
The success of the programmes is not documented throughout the paper although over 2000 teachers and 300000 students have become involved in the programme which would suggest that it is has been victorious!
The question of the difficulties teachers have to keep up-to-date to the continuous progresses of the research is not mentioned but one would assume that inviting experts of various scientific fields into the school would help the teachers knowledge base.
Yes this paper does instil ideas of ways to illustrate to students the relevant and important role Science plays in our society. The project does appear feasible but it is largely depend on researchers volunteering their time in order to facilitate students and teaches. Location could be an issue particularly if the school is located in a rural area some distances away from universities, industries etc.
Date: 2012.09.21
Posted by Katerina Paschalidou (Greece)
Message: This publication refers to two projects that take place in the United Kingdom and which aim to make students enthusiastic towards science. According to the article, students lose their interest in physical sciences because they consider them irrelevant with their lives. I believe that this is a conclusion which is often reached by many science educators. As a matter of fact, students often consider physical sciences as something useless that can offer nothing in their everyday life. The article refers also to the results of recent research, according to which Math and Science fail to inspire students because they miss positive live role models and also because they do not offer satisfactory career opportunities.
For this reason, it would be important to convince students for the necessity of physical sciences and for their close connection with everyday life. In addition, it is necessary to give students a more positive and realistic image of the scope of physical sciences as well as of their limitations. This is what the two projects described in this publication aim to achieve via the participation of a large number of research scientists.
In the project “Researchers in Residence”, invited researchers pay visits at secondary education schools for 4-5 days. This action aims to transfer the enthusiasm and passion young researchers have for their work to the young students who are thus expected to exhibit increasing interest in physical sciences.
In the project “Express Yourself conferences”, students are given the possibility to participate in conferences similar to the usual scientific meetings. During these conferences, the students exchange experiences with other students, teachers, researchers, they participate in practical workshops, they present the results of their own projects, they attend lectures etc.
The publication does not refer to the results these programs brought in students’ interest for physical sciences. In this way, even though this type of projects should enhance student motivation to engage in science, no actual measurements of this effect are reported. Surely, the interaction between secondary and tertiary education gives the possibility to the students to learn the latest advances in scientific research, to realize the numerous applications of the physical sciences in everyday life and to get an idea of the nature of the professional life of a scientist.
