Engaging learners effectively in science, technology and engineering: The pathway from secondary to university education

Project Summary

Considerable evidence exists of a world-wide trend of declining student numbers in school and university sciences. This completed project examined how university students become or remain engaged in science during their transition from school to university. The aims of the project were to a) improve student engagement in the study of science at university, b) improve the transition from the school learning environment to that of university, and c) identify and promulgate pedagogical ‘best practice’ for science education in the first year at university.

Data were collected using a mixed-methods design that included questionnaires and focus groups; over 1000 learners and educators took part in this project. Student engagement and transition were most strongly influenced by lecturers’ style, personality, enthusiasm, and ability to place scientific knowledge into contexts that were relevant to the student, or which the students could construct for themselves. Lecturers’ and teachers’ perceptions of their teaching quality were significantly greater than those of their students and, conversely, students’ perception of their engagement were significantly greater than those of their teachers/lecturers. The findings provide clear evidence that more widespread use of best practice pedagogies and provision of relevant contexts would promote student engagement in the sciences at both secondary and tertiary education levels.

A framework of engagement was developed, as well as a series of recommendations. Recommendations included:

• assisting lecturers and teachers to develop skills in the ‘teacher efficacy’
• ensuring assessment practices at school and university reward critical thinking rather than reinforce low order learning
• ensuring all content is delivered in a context that is immediately relevant to the learner.
  building on the diversity of knowledge that results from the standards-based NCEA high school education
• guaranteeing liaison between universities and schools to ensure school leavers have the content knowledge needed to start their degrees.

Project Team

• Professor Tim Parkinson (Project Leader), Massey University
• Helen Hughes, Massey University
• Bill MacIntyre, Massey University
• Gordon Suddaby, Massey University
• Marg Gilling, Massey University
• Dr Dianne Gardner, Massey University

Project Funding

$86,000 GST exc

Key Dates

Project commenced: early 2009

Project completed: mid-2011.

Outputs

	Summary Report
	Full Report
	MacIntyre, B., Gardner, D., Gilling, M., Hughes, H., Parkinson, T., Rosemergy, B., & Suddaby, G. (2010). Engaging secondary school learners effectively in science: Voices of students and teachers. In S. Dolinšek, T. Lyons (Eds.), XIV IOSTE 2010 Socio-cultural and Human Values in Science and Technology Education Conference Proceedings (pp. 715-724). Ljubljana, Slovenia: Institute for Innovation and Development of University of Ljubljana.

Media coverage

• 'Boring' teaching a turnoff on science - Stuff website 14 June 2011
• Study tackles lack of science graduates - Manawatu Standard 14 June 2011
• NZ needs more science grads - professor - TV3 News 14 June 2011