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Young People's Views on Science Education

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Young People's Views on Science Education Young people’s views on science education Science Education Tracker 2019 Wave 2 March 2020 This report on the Science Education Tracker has been • Cat Scutt, The Chartered College of Teaching compiled by Kantar, who are responsible for its • Joe Collin, Education Endowment Foundation contents. • Emily Yeomans, Education Endowment Foundation Kantar would foremost like to thank all the young • Charles Tracy, Institute of Physics people who took part in the survey. • Marianne Cutler, Association of Science Education We would also like to thank members of the Wellcome • Beth Jones, Gatsby Charitable Foundation SET 2019 project team: Lily Ickowitz-Seidler, Anita • Eleanor Green, Royal Society of Chemistry Krishnamurthi, Lia Commissar, Felicity Hayball and • Lauren McLeod, Royal Society of Biology Professor Patrick Sturgis, Wellcome’s academic • Steve Jones, CLEAPSS advisor. In addition, we would like to thank Wellcome’s • Sasha Leigh, Economic and Social Research funding partners, who have contributed to the design Council and development of the study: Our thanks also go to Kantar’s academic partner, Dr • Alissa Lamb, Department for Education Jen DeWitt, for her expert guidance during the • Anna Simmonds, Department for Education questionnaire development and reporting stage. We • Kelly Smith, Royal Society would also like to thank the other reviewers who • Marianne Shelton, UK Research and provided helpful feedback and comments on drafts of Innovation this report. In addition, we would like to thank Luke • Anthony Whitney, Department for Business, Taylor, Peter Matthews and Samantha-Jade Kelly at Energy and Industrial Strategy Kantar for their advice and guidance on the We would further like to thank staff in the Wellcome methodological aspects of the study, and Internal Advisory Group for their expert guidance during SergioFernandez for his work on the infographic the questionnaire development stage, and the external outputs. advisory group members (listed below): Any errors or omissions are the responsibility of Kantar. • Emily Tanner, Careers and Enterprise Kantar authors: Becky Hamlyn, Tim Hanson, Sally Company Malam, Charlotte Man, Katie Smith, Lucy Williams • Amanda Dickins, STEM Learning • Mary Oliver, University of Nottingham Reflections chapter: Dr Jen DeWitt, independent • Julie Moote, King’s College London research consultant and Senior Research Fellow, UCL • Sarah Harrison, The Chartered College of Teaching © Kantar, Public Division, 2020 2 Foreword 4 Executive summary 6 1. Introduction 12 2. Science outside the classroom 18 3. Primary–secondary science transition 32 4. Attitudes towards learning science compared with other subjects 36 5. Factors affecting motivation to learn science at school 54 6. Factors affecting motivation to learn computer science at school 63 7. Practical science 78 8. Science pathways at GCSE 88 9. Science pathways in years 12–13 96 10. Higher education science aspirations 103 11. Science as a career 112 12. Interest in biomedicine 126 Reflections 129 Appendix A: Bibliography 136 Appendix B: Additional charts 142 Appendix C: Science knowledge quiz 146 Appendix D: Profile of achieved sample 149 Appendix E: Segmentation of young people 150 © Kantar, Public Division, 2020 3 Young people are rarely asked their views on 2019, combined with the lack of STEM work education, and Wellcome’s Science Education placements, is thus a cause for concern and may Tracker reflects the growing global recognition that be contributing to the increase in students who do their voices do matter. This report presents the not view science as relevant to their own lives. results of our second survey of young people across England exploring their attitudes, Gender gaps continue to be a major issue – both in experiences and aspirations in science and related the type of sciences young women do and don’t disciplines. choose to study and pursue as careers, and in their self-perception of their ability in science. The Wellcome first commissioned a survey of young pattern set at school continues into adulthood: the people in 2016, covering ages 14–18. This new Wellcome Global Monitor (wellcome.ac.uk/monitor), survey, conducted in 2019, follows up on that a survey of adults in 140 countries, found that men research, introduces new questions and now have more confidence in their scientific knowledge includes views from students throughout secondary than women across the globe. If women are to take school (ages 11–18). We received responses from their rightful place in a STEM-rich society and 6,400 young people and the sample is nationally economy, it is vital that we address these gender representative by gender, ethnicity, region and gaps urgently. socioeconomic status, allowing us to identify and explore some interesting demographic trends. Experiences outside school play an influential role in the trajectories of young people’s lives. While Schools and teachers are clearly crucial to young poverty does not necessarily dampen enthusiasm people’s enjoyment and experiences of STEM for STEM, it is strongly linked to having fewer learning, and they deserve thanks for their untiring choices and opportunities both in and out of school, efforts to inspire and educate young people. More impeding progression in these fields. Families and than half the students surveyed explicitly say that their connections also matter a lot in shaping young they value the ability of a teacher to explain things people’s aspirations and experiences in STEM. well and a third say that having a good teacher From advising on GCSE choices and careers to motivates them to learn science. This highlights brokering informal learning experiences outside how essential it is to value and support teachers’ school and work placements, parents make a big continuing professional development throughout difference. To make STEM access and their careers, so they can build the skills that keep opportunities equitable for all young people, we students engaged. And research shows that such must work more holistically, taking account of all the professional development also helps with improving factors that support and prevent young people’s teacher retention, which benefits students because engagement with STEM. experienced teachers are likely to be able to engage with them better. The benefits of better and more equitable STEM education extend way beyond improving young Practical work emerges as the top motivator for people’s own experiences and job prospects: it will studying science, and students who are traditionally help to build a more STEM-literate society and a less engaged in science are more likely to want to more highly skilled, innovative economy. And do more. The decline in practical work from 2016 to © Kantar, Public Division, 2020 4 greater equity for students today can contribute to a people achieve their potential. They have spoken; more diverse and inclusive STEM sector tomorrow. it’s now up to us to listen and respond. I hope that young people’s voices, as represented Dr Anita Krishnamurthi in the Science Education Tracker, will not only Head of Education & Learning guide Wellcome’s education and learning activities Wellcome but also inform others who wish to help young © Kantar, Public Division, 2020 5 Introduction Overall 2019 findings This report presents findings from the 2019 Most students do not see science as relevant to Science Education Tracker (SET 2019) survey, the their everyday life. second wave of a survey series that began in 2016 ▪ Two in five young people in years 7–13 (41%) (SET 2016). The survey series is commissioned by considered an understanding of science as Wellcome, with additional support from the important to their everyday life. Although Department for Education (DfE), UK Research and relevance to real life was one of the more Innovation (UKRI), the Royal Society and the motivating aspects of science lessons, still only Department for Business, Energy & Industrial 27% of young people selected this as a motivation Strategy (BEIS). to learn science. (Section 2.5) The SET survey series provides evidence on a Young people access science outside school in a range of key indicators for science engagement, variety of ways, with online and TV being the most education and career aspirations among young common. people in England, allowing changes to be tracked ▪ Most students in years 7–13 (94%) had engaged over time. with some form of science content outside of school in the past year and 48% had done so in The SET 2019 survey was based on a nationally the past month. Students typically accessed representative sample of 6,409 young people in science content through reading about it online school years 7 to 13 (aged 11–18) attending state- (86% had done this in the last year), TV or funded schools in England. SET 2019 was broader streaming (75%), and books, newspapers or in scope than SET 2016, which was based on a magazines (66%). (Section 2.3) smaller sample of young people in years 10 to 13 • Excluding zoos and aquariums, 37% of year 7–13 only. In addition, the SET 2019 questionnaire was students had visited a science-related attraction or redeveloped to reflect updated policy priorities, activity such as a science museum or festival in although core measures could still be tracked. the past year. When zoos and aquariums are included, the rate was 51%. A third (32%) had SET 2019 fieldwork was conducted online participated in an extra-curricular school science between 13 July and 2 September 2019. event such as a talk from a STEM-based employer or a science or maths challenge or Key findings competition. (Sections 2.3, 2.4) • 40% of those who had not visited a science This high-level summary of the 2019 findings includes attraction in the last year had accessed science variation between different groups of students and the via digital or media sources, which suggests an key trends between SET 2016 and SET 2019. important role for these channels in widening access to and engagement in science.
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