Student reflections on choosing to study science post-16 |
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| Authors: | Angela G Pike Máiréad Dunne |
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| Institution: | (1) University of Sussex, England, UK |
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| Abstract: | The research recounted in this paper was designed primarily to attempt to understand the reasons for the low uptake of the
natural sciences beyond compulsory education in England. This has caused widespread concern within governmental quarters,
university science departments and the scientific community as a whole. This research explored the problem from the position
of the students who recently made their choices. The student voices were heard through a series of interviews which highlighted
the complexities of the process of post-16 choice. Social theories of pedagogy and identity, such as those of Basil Bernstein,
were used in an analysis of the interview texts. Dominant themes used by the students in rationalising their post-16 subject
choice related to their past pedagogical experiences, school discourses of differentiation and the students’ notions of their
future educational and occupational pathways. This study provides no simple solutions but highlights the importance of student
voice to our understandings of what influences subject choice at this critical post-16 stage. |
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