Presentation from "Engaging visitors through scientific discovery" at the 2013 Science Communication Conference organised by the British Science Association - slides by Ian Simmons, Jennifer DeWitt and Natasha Kirkham
2. ASPIRESASPIRES
How are student educational and occupational
aspirations formed over time?
How are these aspirations influenced by their peers,
parents and their experience of school science?
How are these aspirations shaped by their gender,
class and ethnic identities?
RESEARCH QUESTIONS
3. ASPIRESASPIRES
Autumn 2009: Survey 1; 9319 primary school
pupils (Year 6, age 10), 279 schools
Spring-summer 2010: Round 1 interviews; 92
Year 6 children, 78 parents; 11 schools
Autumn 2011: Survey 2; 5634 Year 8 pupils (age
12), 69 schools
Spring 2012: Round 2 interviews; 85 pupils (35
schools)
Winter-spring 2012-13: Round 3 interviews (Year
9 students & parents)
Jan-May 2013: Survey 3 Year 9 pupils
RESEARCH DESIGN
4. ASPIRESASPIRES
YEAR 6 – YEAR 8 STANDARDISED
MEANS
Latent Variable Year 6 Year 8
Aspirations in science 13.67 14.28
Peer attitudes to science 14.33 13.86
Parental attitudes to science 17.98 18.58
Self-concept in science 17.99 17.90
Attitudes toward school
science
18.73 18.76
Participation in science-
related activities
14.11 12.53
Positive views of scientists 19.47 19.34
5. ASPIRESASPIRES
74% (Year 6) and 73% (Year 8) agreed (or
strongly agreed) that they learn interesting
things in science lessons
58% (Year 6) and 52% (Year 8) agreed or strongly
agreed that ‘science lessons are exciting’
68% (Year 6) and 70% (Year 8) felt that studying
science is useful for getting a good job in the
future
ATTITUDES TOWARDS SCHOOL
SCIENCE
6. ASPIRESASPIRES
67% (Year 6) and 69% (Year 8) believed they do
well in science
57% (Year 6) and 54% (Year 8) claimed to learn
things quickly in science lessons
81% (Year 6) and 82% (Year 8) agreed if they
study hard, they will do well in science
SELF-CONCEPT IN SCIENCE
7. ASPIRESASPIRES
40% (Year 6) and 43% (Year 8) were interested in
studying more science in the future
28% (Year 6) and 32% (Year 8) claimed they
wanted a job that used science
23% (Year 6) and 29% (Year 8) wanted to ‘work
in science’
16% (Year 6) and 15% (Year 8) agreed that they
wanted to become a scientist
ASPIRATIONS IN SCIENCE
10. ASPIRESASPIRES
YEAR 6 & YEAR 8 MLM – EFFECT
SIZES
Effect (Variable) Year 6
Aspir.
Year 8
Aspir.
Gender -0.13 -0.17
Parental attitudes towards science 0.44 0.39
Attitudes towards school science 0.53 0.51
Self-concept in science 0.20 0.21
Participation in science-related activities N/A 0.23
19. Observation
Exploration
Pattern recognition
Experimentation
Fine motor control
Hand-eye coordination
Discussion
Teamwork
Creativity
Planning
Mental modelling
Hypothesis making
Hinweis der Redaktion
ASPIRES (Science Aspirations and Career Choice, age 10-14) project springs out of this ongoing international concern with engagement and participation in science – in particular, the low numbers of students carrying on with science after it is no longer compulsory. In terms of previous research – there is quite a lot looking at choices and aspirations and how they are (or are not) related to things like gender, ethnicity and social class; as well as how they might be influenced by experiences of school science, images of science/scientists; family attitudes, peers and so forth. But pulling that all together, we do know that early aspirations (and interest) in science seem to be particularly key… When we started the project, there was also little work that was longitudinal (there still isn’t much) and not so much looking at possible relationships between aspirations and identity (there’s more now…)
Pilot survey (summer 2009): 298 students Mixed methods study – using surveys, and interviews with parents and children [I have lots of details re samples – happy to provide later, but want to have some time to discuss findings – but suffice to say that in survey 1 and interviews, participants came from a range of ethnic and social class backgrounds (as well as public & private schools), and geographic regions within England – were roughly comparable to distribution within England (and schools, in terms of FSM, attainment etc.) – this was largely maintained for second round of survey and interviews…) First – I’m going to focus on the survey data – what we found out in comparing the Year 6 and Year 8 surveys…
Also – used basic descriptive stats to compare Year 6 and Year 8 responses… [latent variables – basically, combinations of individual items that grouped together statistically – PCA; we named them…] Scale of 5-25 T-tests revealed that the only changes that were significant were Aspirations in science and parental attitudes to science – both of which increased… But effect sizes were small, so don’t want to make too much of it. But at any rate, it’s certainly not a drop... (other than participation in sci-related activities… but again, not hugely surprising…) Also note how much lower aspirations means are compared with parental attitudes, self-concept, att tow school science and even views of scientists… To look at some of these items in a bit more detail…
Positive attitudes – likely to be connected to practical work… (quotes from interviews…) – 56 of 85 students said they enjoyed classes more than in primary school; 16 liked them equally well. Of those who liked them more, 41 (of that 56) referred to practical work in explaining their preference…
Similar patterns for other LVs – 72% in Year 6 and Year 8 said their parents believed it was important for them to do well in science Over 60% of students in Years 6 and 8 agree scientists can make a difference in the world, make a lot of money and are respected. But… when it comes to aspirations…
[Note argument that have restricted view of what working in science means or what it means to ‘be a scientist’ – but even if those impressions are ‘mistaken’, that’s what’s driving whether or not they can see themselves in science…] Now, for those of you who are visual….
Visual… Now, you may want to raise the argument around how many scientists do we really need? Or, how many want to be any particular career?
Visual… Now, you may want to raise the argument around how many scientists do we really need? Or, how many want to be any particular career?
For those who aren’t as familiar with MLM - ‘posh regression’ – The advantage of multi-level models is that they recognise that students’ responses are grouped into schools – end up with a more accurate picture of the relationships among these various factors… The models for the Year 6 aspirations in science LV and the Year 8 aspirations in science LV were very similar. So – they’re generally positive about school science, positive parental attitudes, these are what’s related to aspirations but…. There’s still this gap… Also, may have noticed that the images of scientists wasn’t actually in the model as related to aspirations – is likely because there were other variables that were more STONGLY related to aspirations [AND because perceptions of sci tended to be so unilaterally positive …] – not that images don’t matter. ALSO, lots of research – our own and others – points to the importance of being able to imagine yourself in a career – or even studying a particular subject… Am I the kind of person who studies science? That the images kids have is important is also suggested by another part of our data:
So – where does this leave us?? I think it points to the key role of messaging that the sci comm community may be able to take some responsibility for… Kids need a range of models and examples of where science can take them, beyond slick marketing campaigns. Need to work with schools, esp as careers guidance has been pretty much slashed Need to work with families – (BIG area of ASPIRES has been tracing family stuff – survey/interviews in synch…) We do have some time in which to capitalise on interest – hasn’t dropped by year 8, at least, but ALSO need to start early b/c aspirations are forming then…
