Abstract
This chapter considers the impact of school science experiences on students’ post-compulsory subject choices. We view student choice as a ‘dynamic process’ rather than a rational decision made at a point in time. This process is influenced by a range of socio-cultural factors and students’ developing sense of agency and identity. Using a combination of questionnaires and individual narrative interviews we examine how high school students (aged 16–18 years) in two schools in England reflect on the process of their subject choices. A distinctive feature of this study is that in these schools students are following a science course with a strong focus on socio-scientific issues and the nature of science, taught by teachers with commitment and enthusiasm for such teaching. Consistent with previous studies, these students refer to a broad range of influences including perceptions of future careers, and school-related influences such as subject attainment, teacher quality, and enjoyment of the subject. Science curriculum content is one influence amongst many within these students’ reflections on subject choice. The distinctive focus on socio-scientific issues and the nature of science appears to encourage many students to consider pursuing science, but such choices need to align with other factors such as attainment and career aspiration. However, some students are ambivalent about, and in some cases dismissive of, such teaching. A minority of students in our sample talk of an early commitment to a science route through schooling. For other students, their reflections on the choice are characterized by ongoing uncertainty and indecision.
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Notes
- 1.
The Enactment and Impact of Science Education Reform (EISER) Project, http://www.education.leeds.ac.uk/research/projects/enactment-and-impact-of-science-education-reform-eiser
- 2.
Schooling is compulsory up to the age of 16 years in England. All students within compulsory schooling must study science. Thereafter students typically choose to either leave school or choose 4–5 subjects for further study. These may, or may not, include science subjects.
- 3.
The years of compulsory schooling run from Y7–Y11, followed by 2 years of post-compulsory schooling from Y12–Y13.
- 4.
Typically, students complete 3–5 courses in Y12. These courses are called ‘AS-levels’. Students then continue with 3–4 of these courses to full ‘A-levels’ in Y13.
- 5.
We thank our colleague Keith Bradley for his support in conducting these interviews.
- 6.
BTECs are vocationally-oriented qualifications.
- 7.
All student names are pseudonyms.
- 8.
The grading system runs from A to G, with grade A awarded to the highest attaining students.
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Ametller, J., Ryder, J. (2015). The Impact of Science Curriculum Content on Students’ Subject Choices in Post-compulsory Schooling. In: Henriksen, E., Dillon, J., Ryder, J. (eds) Understanding Student Participation and Choice in Science and Technology Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7793-4_7
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