Internationally, calls for scientific literacy to be an essential part of school science curricula have been highlighted in two substantive reports: Beyond 2000 (Millar & Osbourne, 1998; Osbourne, 2007) in the United Kingdom, and Reimagining Science Education in Australia (Tytler, 2007). These reports emphasise the need to make science relevant to secondary students in the twenty-first century. In New Zealand, there is a paucity of longitudinal research to find the reasons for students continuing with one or more sciences during their secondary schooling and subsequently. To investigate the New Zealand situation, students in a medium size, typical coeducational state school were surveyed at year 10 (age 14/15) and again at year 11 (age 15/16). This empirical research demonstrates that common reasons for selecting science subjects were the enjoyment of the subject, practical work relating to that subject, and for future career requirements. The paper also presents the reasons offered by students who had decided not to continue with the subject.
|Keywords:||Science Education, Subject Choice, Secondary School Science, Motivation|
Senior Lecturer, Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
Senior Lecturer and Curriculum Leader Science Teacher Education., Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
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