Science education in Australia: time of change

Ross, Philip E.; Poronnik, Philip

doi:10.7882/fs.2013.013

Cited by 2 publications

(2 citation statements)

References 34 publications

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“…In the period 1992–2012, senior school enrolments declined in physics, biology, and chemistry (Office of the Chief Scientist, ). Similar trends are found internationally (e.g., USA, Europe), prompting recommendations for educational researchers to explore predictors of science participation in a bid to help meet increasing economic and global challenges (Abraham & Barker, ; Ross & Poronnik, ).…”

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confidence: 68%

The role of a museum‐based science education program in promoting content knowledge and science motivation

et al. 2016

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Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students' program-related content knowledge, self-efficacy, valuing, and aspirations. The study also investigated whether gains in content knowledge recall and motivation (as relevant to biology, anatomy, health) are associated with reported improvements in beliefs about health practices relevant to everyday life. The program aligned with a well-established tripartite engagement framework conforming to cognitive, behavioral, and emotional engagement principles as well as principles underpinning guided discovery learning. Among a sample of N ¼ 167 (upper) elementary and secondary school students (aged 10-16 years, M ¼ 12.62 years), we found significant gains in content knowledge recall (achievement) and science motivation (self-efficacy, valuing, aspirations) following participation in the science program. Additionally, gains in content knowledge recall and motivation were associated with reported improvements in beliefs about everyday health practices. #

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confidence: 68%

The role of a museum‐based science education program in promoting content knowledge and science motivation

et al. 2016

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“…Also, science participation and enrollments among senior school students demonstrate longterm decline (Office of the Chief Scientist, 2014) and there is concern about students' declining interest in science in high school (Tröbst et al, 2016). Thus, motivation, engagement, and achievement have been identified as outcome targets for improvement in science and there have been recommendations for researchers to explore factors that may be implicated in these outcomes (Ross and Poronnik, 2013;Abraham and Barker, 2015). Our study therefore investigates the role of educational context (specifically, boarding vs. day status) as one potential factor.…”

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confidence: 99%

Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms

et al. 2021

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Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from the same teachers (thus a powerful research design to enable unique comparisons). Among 2,803 students (boarding n = 481; day n = 2,322) from 6 Australian high schools and controlling for background attributes and personality, we found predominant parity between boarding and day students in their motivation, engagement, and achievement. We also found that classroom-average motivation, engagement, and achievement was not significantly affected by the number of boarders (relative to day students) in the classroom. In addition, the effects of boarding were generally not moderated by students’ background or personality attributes. We conclude that boarders have academic opportunities and outcomes that are comparable to their day student counterparts. Implications for students, teachers, and parents are discussed.

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Science education in Australia: time of change

Cited by 2 publications

References 34 publications

The role of a museum‐based science education program in promoting content knowledge and science motivation

The role of a museum‐based science education program in promoting content knowledge and science motivation

Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms

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