Pre-tertiary Science:Pre-tertiary Science: A critical influence on A critical influence on

choice of tertiary coursechoice of tertiary course

Dr Natalie BrownDr Natalie BrownFaculty of EducationFaculty of Education

Dr Anthony KoutoulisDr Anthony KoutoulisA/Prof Susan JonesA/Prof Susan Jones

Faculty of Science, Engineering and Faculty of Science, Engineering and TechnologyTechnology

University of TasmaniaUniversity of Tasmania

• Tertiary enrolments in some Tertiary enrolments in some traditional science disciplines have traditional science disciplines have been decliningbeen declining

• Recognition of requirement for Recognition of requirement for increased Scientific Literacy increased Scientific Literacy amongst the community amongst the community andand for for innovative scientistsinnovative scientists

• Very few Science graduates select Very few Science graduates select teaching as a careerteaching as a career

Why this research?Why this research?

• Life Sciences somewhat buffered from Life Sciences somewhat buffered from the downward enrolment trend (Dobson, the downward enrolment trend (Dobson, 2003)2003)

• Teachers of Biology recognised as being Teachers of Biology recognised as being the most appropriately qualified (ACDS, the most appropriately qualified (ACDS, 2005)2005)– Opportunity to explore ‘What Works’Opportunity to explore ‘What Works’– Early identification of any potential problemsEarly identification of any potential problems– Provide valuable baseline dataProvide valuable baseline data– Suggest further researchSuggest further research

My particular interest…My particular interest…

In what ways, if any, did In what ways, if any, did teachers and/or secondary teachers and/or secondary

courses influence these courses influence these students’ choice of tertiary students’ choice of tertiary

study?study?

Data CollectionData CollectionParticipantsParticipants• Students enrolled in Life Sciences Students enrolled in Life Sciences

(Plant Science and/or Zoology) at (Plant Science and/or Zoology) at UTASUTAS

• 4 yrs in 2002 (14 yrs in 2002 (1stst, 2, 2ndnd, 3, 3rdrd, Hons); 1, Hons); 1stst yr yr in 2003in 2003

InstrumentInstrument• Anonymous written questionnaireAnonymous written questionnaire

Return rate 57% (322 students)Return rate 57% (322 students)

Data analysisData analysis

• Descriptive StatisticsDescriptive Statistics• Qualitative analysis of open-ended Qualitative analysis of open-ended

responsesresponses– Identification of categories of responses Identification of categories of responses

and emerging themes (Patton, 1990)and emerging themes (Patton, 1990)

Motivations for entering Motivations for entering Life SciencesLife Sciences

2002 2003 1st year (n=87)

2nd year (n=54)

3rd year (n=26)

Honours (n=12)

1st year (n=143)

Interest 60% 76% 73% 50% 76%

Career/Job 23% 19% 15% 8% 13%

Prerequisite 17% 2% 8% 8% 10%

Location 14% 7% 23% 17% 13%

Other 25% 20% 38% 42% 15%

No Response 3% 2% 0% 0% 3%

Was there any particular Was there any particular course/experience or teacher in your course/experience or teacher in your secondary schooling that influenced secondary schooling that influenced your decision to enrol in the Life your decision to enrol in the Life Sciences? Please explain.Sciences? Please explain.

Influence of secondary Influence of secondary schooling on choice of Life schooling on choice of Life

SciencesSciences

Total

Sample

2002 2003

(n=322) 1st year

(n=87)

2nd year

(n=54)

3rd year

(n=26)

Honours

(n=12)

1st year

(n=143)

Both Teacher and Course/Experience Influential

3% 0% 9% 4% 0% 3%

Influential Teacher 18% 18% 19% 35% 17% 14%

Influential Course/Experience 27% 25% 30% 31% 17% 27%

No influence (includes no response)

52% 56% 43% 31% 67% 55%

Categories of InfluenceCategories of Influence(From Comments: n = 215)(From Comments: n = 215)

Influence Percentage of respondents

Course related 46 Teacher/s 30 Positive Extra-curricular Experiences 5 Enrolment/Career Advice 4 Intrinsic Motivation 11 Family/Friends 4

Intrinsic MotivationIntrinsic Motivationsample commentssample comments

……I’ve been interested in the I’ve been interested in the environment and animals ever environment and animals ever

since a young agesince a young age

Persistent natural enquiry for Persistent natural enquiry for explanationsexplanations

Family/FriendsFamily/Friendssample commentssample comments

My family, they always pushed me to My family, they always pushed me to take an interest in plants and the take an interest in plants and the environmentenvironment

I guess because my Dad’s a ranger I I guess because my Dad’s a ranger I have always been exposed to the areahave always been exposed to the area

Mother is a biology teacher at xxx Mother is a biology teacher at xxx College. She has always encouraged College. She has always encouraged my interest in life sciencesmy interest in life sciences

Career/Enrolment AdviceCareer/Enrolment Advicesample commentssample comments

Enrolment day discussion with Ag. Enrolment day discussion with Ag. Science peopleScience people

Learning about park ranger jobsLearning about park ranger jobs

Course counsellor recommended itCourse counsellor recommended it

Influential Teachers and Influential Teachers and CoursesCourses

Teachers:Teachers:

30% of comments concerned positive 30% of comments concerned positive influence of a teacher or teachers. Of influence of a teacher or teachers. Of these, 76% referred specifically to senior these, 76% referred specifically to senior secondary teachers.secondary teachers.

Course-related:Course-related:

46% of comments concerned positive 46% of comments concerned positive influence of courses. Of these, 66% influence of courses. Of these, 66% referred specifically to senior secondary referred specifically to senior secondary courses. courses.

Emerging themes: Emerging themes: Influential Senior Influential Senior

Secondary Teacher/sSecondary Teacher/sInteresting Interesting EnthusiasticEnthusiasticEncouragingEncouragingExcited/Passionate about the subjectExcited/Passionate about the subjectInspiringInspiringMotivatedMotivatedKnowledgeable Knowledgeable Had confidence in my abilityHad confidence in my ability

My teachers were informative My teachers were informative (beyond what they had to be) (beyond what they had to be)

and enthusiastic and they and enthusiastic and they encouraged me to pursue my encouraged me to pursue my

interests.interests.

My biology, physics and maths My biology, physics and maths teachers. All of them were teachers. All of them were

interesting and allowed certain interesting and allowed certain interests I had to be expandedinterests I had to be expanded..

Chemistry teacher at college was so Chemistry teacher at college was so excited about the subject that it excited about the subject that it rubbed offrubbed off

Biology teacher inspired me to do Biology teacher inspired me to do what he doeswhat he does

My chemistry and biology teachers in My chemistry and biology teachers in college both motivated me to find college both motivated me to find out more about what I take for out more about what I take for granted every daygranted every day

Influence of Course/sInfluence of Course/s

• Biology and Life SciencesBiology and Life Sciences• Environmental ScienceEnvironmental Science• ChemistryChemistry• Agricultural ScienceAgricultural Science• Outdoor EducationOutdoor Education• Other Senior Secondary (Geology, Sports Other Senior Secondary (Geology, Sports

Science, Marine Science)Science, Marine Science)• Secondary Science (Biology, Agricultural Secondary Science (Biology, Agricultural

Science, Physics, Chemistry, General Science, Physics, Chemistry, General Science)Science)

Emerging Themes: Emerging Themes: Influential Senior Influential Senior Secondary coursesSecondary courses

InterestingInterestingFun, EnjoyableFun, EnjoyablePractical WorkPractical WorkRelevanceRelevanceMulti-dimensionality of the coursesMulti-dimensionality of the coursesIn-depth studyIn-depth studyStudent successStudent success

Environmental Science at college - made Environmental Science at college - made interesting because I see a direct interesting because I see a direct application to every-day lifeapplication to every-day life

I enjoyed the course because of personal I enjoyed the course because of personal interest and relevance in today’s society…interest and relevance in today’s society…

……Life Sciences, … it’s a diverse subject Life Sciences, … it’s a diverse subject covering different types of knowledge, a covering different types of knowledge, a multi-dimensional genre. Never really multi-dimensional genre. Never really predictable.predictable.

Characteristics of Senior Characteristics of Senior Secondary CoursesSecondary Courses

• Focussed on one particular Focussed on one particular disciplinediscipline

• Content-drivenContent-driven• Prescribed practical componentPrescribed practical component• Written by an ‘expert’ teamWritten by an ‘expert’ team• Self-selected by studentsSelf-selected by students

(Tasmanian Qualifications (Tasmanian Qualifications Authority)Authority)

Influential ExperiencesInfluential Experiences(extra-curricular)(extra-curricular)

• Work experience Work experience Melbourne Zoo; Antarctic Division; Gene Melbourne Zoo; Antarctic Division; Gene

Technology; Parks & WildlifeTechnology; Parks & Wildlife• Rio Tinto Biology ProgramRio Tinto Biology Program• Biology OlympiadBiology Olympiad• Scuba Diving CourseScuba Diving Course• Outdoor Education/Adventure EducationOutdoor Education/Adventure Education• BushwalkingBushwalking• TravelTravel• Previous employment or trainingPrevious employment or training

ConclusionsConclusions• Teachers and courses were significant Teachers and courses were significant

influences on student choice of tertiary influences on student choice of tertiary study in Life Science study in Life Science andand senior senior secondary study was a critical point secondary study was a critical point where this influence occurredwhere this influence occurred

• Senior Secondary Courses that were Senior Secondary Courses that were perceived as interesting, enjoyable and perceived as interesting, enjoyable and relevant appeared to be particularly relevant appeared to be particularly influential on student choice of tertiary influential on student choice of tertiary study with students appreciating the study with students appreciating the opportunity for hands-on, practical and opportunity for hands-on, practical and outdoor work outdoor work

Conclusions Conclusions (continued)(continued)

• Teachers seen as interesting, Teachers seen as interesting, enthusiastic, motivating and enthusiastic, motivating and encouraging influenced student encouraging influenced student choice of tertiary studychoice of tertiary study

• Science-related extra-curricular Science-related extra-curricular experiences were identified as experiences were identified as positive influences on some students positive influences on some students encouraging pursuit of science-encouraging pursuit of science-related studiesrelated studies

AcknowledgementsAcknowledgements

Ms Vickie Moore, Research Assistant Ms Vickie Moore, Research Assistant who collected the data for this who collected the data for this project.project.

The students who took part in the The students who took part in the project.project.