Why school students choose and reject science: a study of the factors that students consider when selecting subjects

Student study of science at school has been linked to the need to provide a scientifically capable workforce and a scientifically literate society. Educators, scientists, and policymakers are concerned that too few students are choosing science for study in their final years of school. How and why s...

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Bibliographic Details
Published inInternational journal of science education Vol. 39; no. 6; pp. 645 - 662
Main Authors Palmer, Tracey-Ann, Burke, Paul F., Aubusson, Peter
Format Journal Article
LanguageEnglish
Published London Routledge 13.04.2017
Taylor & Francis Ltd
Subjects
Academic Ability
best-worst scaling
career
Career planning
Course Selection (Students)
Decision Making
Enjoyment
Focus Groups
Foreign Countries
Interviews
Observation
Perceptions
Policy making
post-compulsory
science
Science Careers
Science Education
Scientific Literacy
Secondary School Students
Self Efficacy
Socioeconomic Influences
STEM
Student Attitudes
Student Interests
Student Surveys
Students
Subject choice
Surveys
Teachers
Workforce
Australia
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ISSN0950-0693
1464-5289
DOI10.1080/09500693.2017.1299949

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Summary:Student study of science at school has been linked to the need to provide a scientifically capable workforce and a scientifically literate society. Educators, scientists, and policymakers are concerned that too few students are choosing science for study in their final years of school. How and why students choose and reject certain subjects, including science, at this time is unclear. A Best-Worst Scaling (BWS) survey was completed by 333 Year 10 (age 14-17) students to investigate the relative importance of 21 factors thought to impact students' subject-selection decisions. Students ranked enjoyment, interest and ability in a subject, and its perceived need in their future study or career plans as the most important factors in both choosing and rejecting subjects. They considered advice from teachers, parents or peers as relatively less important. These findings indicate that enhancing students' enjoyment, interest, and perceptions of their ability in science, as well as increasing student perceptions of its value in a future career, may result in more students studying science at school.
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ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2017.1299949