Project Brief
Project BriefSTEM-based Electronic Educational Kit for Use in an
Extra-curricular Environment
Table of Contents1.Purpose22.Background22.1 STEMNet32.2 National
Science and Engineering Competition32.3 The Big-Bang Fair32.4
Conclusion33.Project Definition43.1 Project Aim43.1.Project
Objectives43.2.Outline Project Deliverables and/or Desired
Outcomes53.3 Performance Measures53.4 Exclusions63.5
Constraints6Language consideration6Facilities
available6Ability6Disability awareness63.6 Interface73.7 Financial
Plan73.8 Key Project Stakeholders73.9 Risks84.Methodology85.Outline
Project Plan86.Initial Idea Generation87.References9Appendix 1
Outline of STEM Literature11Appendix 2 Outline of Project
Methodology42Appendix 3 Detailed Project Plan and
Approach43Appendix 4 Project Gantt Chart53Appendix 5 Outline of
Initial Ideas Emerging from Focus Group Activity55Appendix 6
Outline of Initial Ideas Emerging from Visit to Glasgow Science
Centre57Appendix 7 Outline of Initial Ideas Surrounding Circuit
Construction60
1. Purpose A major, government-led campaign has seen the
enhancement of science, technology, engineering and mathematics
(STEM) teaching throughout the UK. As demand for STEM skills
continues to grow, encouraging young people to actively engage in
this area of education is becoming more of a concern and the focus
placed on the frameworks and strategies employed to encourage young
people to participate in STEM related activities is becoming more
intense. To add to the pressure of encouraging these STEM
participation activities, schools throughout the UK are currently
facing a shortage of highly qualified science and mathematics
teachers and as a result this severely reduces their ability to
provide the government required STEM teaching at an acceptable
level. (Sainsbury, 2007) In order to continue to promote and
encourage STEM participation amongst young learners and reduce the
pressure currently felt by teaching staff and schools there is a
need to develop a STEM-based educational kit which can be used in
extra-curricular environments such as Young Engineers clubs,
Scouts, Guides and other youth organisations. 2. BackgroundLord
Sainsburys Government Review of Science and Innovation Policies (A
Race to The Top, 2007), outlines the UKs objective of moving into
high-value goods, services and industries in order to compete
within an era of globalisation. He states that the only way to
achieve this is to fulfil a campaign to enhance the teaching of
science and technology in response to the demand for science,
technology, engineering and maths skills. In this reference, Lord
Sainsbury is referring to the Ten-Year Framework and Next Steps
documents (2004 and 2006 respectively) which announced measures to
address the UKs STEM skills challenge. These documents led to the
creation of STEMNet, Science Connects and many other charitable
organisations who aim to encourage participation in STEM related
education by providing fun and interesting activities for school
children. However, Lord Sainsburys report, and many other
government and organisational reports from recent years have
highlighted the potential problems that still exist with providing
resources to support the STEM frameworks which are in place. Many
of the research papers considered indicate the future of STEM as a
concern. The Russell Group of Universities Report, 2009, states
that school students are avoiding A-Level subjects that they
perceive to be harder, which includes STEM. The report also found
evidence to suggest that state school pupils are significantly less
likely to take separate science and other STEM subjects despite
knowing that taking these subjects could increase their future
options. In 2006, 70% of the 6th-form students surveyed believed it
was harder to get an A grade in science subjects rather than the
perceived softer options. It is this train of thought which the
STEM framework and initiatives aim to change, however, this is a
train of thought which is entrenched from a young age and is
influenced by many factors. The report titled, Subject Choice in
STEM: Factors Influencing Young People (14 19) in Education,
(2010), outlines many of these factors. The issues discussed above,
and others, including areas such as the number of people involved
within the STEM sector, some results and outcomes following current
initiatives to improve the number of people taking part in STEM,
some suggested reasons as to situational contexts dictating the low
participation in STEM subjects, recent implemented curriculum
changes which may be affecting young people and suggested
improvements and changes in the way young people engage in STEM
have been summarised from other government and organisational
reports. These summaries can be seen in Appendix 1 of this project
brief. The UK Government commissioned a report titled, Inspiring
Students to Study Science, Technology, Engineering and Maths,
(2012), in which they outline the key programmes in which
investment is made to encourage a future generation to become
passionate about STEM. Some of these key programmes are outlined
below; 2.1 STEMNetSTEMNet, the Science, Technology, Engineering and
Maths Network, is a UK-wide organisation which helps young people
develop their creativity, problem-solving and technical skills
through the running of 3 programmes;STEM ambassadors 25,000
volunteers who provide free resources for teachers and help them
introduce innovative ways of teaching STEM subjects within the
curriculum. STEM clubs network these clubs offer children the
chance to explore and investigate STEM subjects outside of the
school timetable.Schools STEM advisory network 45 nation-wide
organisations which offer impartial information and advice on how
schools can get more students into further STEM education, training
and employment. 2.2 National Science and Engineering
CompetitionThis is a national science and engineering competition,
open to all 11-18 year olds living in the UK who are in full-time
education. The competition recognises and rewards the achievement
of young people in STEM subjects, however the students who take
part normally already have a keen interest in STEM subjects and so
this programme is less about encouragement to participate and
provides more recognition to continue in STEM rather than
generating new interest. 2.3 The Big-Bang FairThe Big-Bang fair is
a celebration of science which tours the UK during the summer
months to show young people, aged 7 to 19, the exciting and
rewarding opportunities associated with studying STEM subjects. 2.4
ConclusionThe many reports which cover the effectiveness of
government implemented STEM schemes have illustrated the attempt to
engage and encourage the participation of young people in the area
of STEM in order to fulfil the high demand for creativity,
innovation and high-quality services and goods within the UK. The
reports have shown that the majority of 14 19 year young learners
are still feeling disengaged from science, technology, engineering
and maths for many reasons, including their perception of how
difficult it is to attain good grades in these subjects, their lack
of knowledge on where a career in STEM can lead and other personal
and contextual influences such as gender, ability, ethnicity and
the type of school they attend. The frameworks and programmes which
have been put in place by successive governments is beginning to
work with more interest being created in STEM and the opportunities
it provides, however the shortage of teachers with expert subject
knowledge in these areas is still a major concern as these young
learners are still not receiving the correct support in order to
obtain significant achievement within the STEM subject areas. There
is still much more that can be done to encourage STEM participation
within this age group, as was highlighted in Lord Sainsburys
report, A Race to the Top, (2007) where it states, Extra-curricular
activities can play an important role in enthusing young people and
demonstrating the exciting opportunities that studying science can
open-up. The current programmes in place, STEMNet, the National
Science and Engineering Competition and the Big-Bang Fair, do not
extend to having a presence within extra-curricular groups as they
are run mainly on a voluntary basis and receive limited funding and
therefore cannot provide the equipment which would be needed to run
activities within these settings. Set within this context there is
an expressed need for a re-useable kit which can portray key
scientific ideas, and so demonstrate the benefits and basis of
STEM, while also being interesting and informative for the 14 19
years age group. 3. Project DefinitionThe aim of the project is to
conduct some research into the types of STEM kits available for use
in this context, i.e. extra-curricular clubs such as Young
Engineers, Scouts, Guides and many others, in order to identify the
key problems with existing products which are available in order to
produce a more fitting solution which can further STEM engagement
within this age group. This will continue to encourage STEM
participation while eliminating the teacher shortage issue which
has been outlined, and reduces the issue surrounding funding for
the STEMNet programmes. 3.1 Project AimDesign and develop a
scientific-based kit, for the 14-19 years age group, which is
suitable for use in an extra-curricular environment to encourage
more participation in STEM subjects. 3.1. Project ObjectivesThere
are some key objectives which need to be met by this project;
Develop a reliable and durable product which can be suitably
re-used in order to reduce the cost and impractical nature of
providing replacement parts. Funding has already been outlined as a
key issue so a re-usable product will eliminate this major issue,
also a re-usable product is more likely to sustain interest in STEM
according to some early feedback received around the project.
Explore the key area of Design for Assembly to ensure the kit is
easy to use by minimising parts while still maintaining a high
level of functionality. A kit which is easy to use without the need
for expert knowledge is very desirable as it builds more of a sense
of achievement for the young people in this area. Develop a product
which is inherently easy to use but also requires the end user to
think and actively engage to encourage understanding of some basic
scientific principles. Deep learning through doing is required in
order to help young people within the curriculum, this can only be
achieved through a kit which is easy to use but does not provide
all answers freely, there must be an element of self-teaching.
Explore the idea of having one modular product which can be
configured into many different layouts to provide the user with the
opportunity of exploring more than one area of STEM with the need
to only purchase one kit. Develop a product which can be easily and
cheaply manufactured but also has the capability of being re-used
several times. Develop a product which allows young people, aged 14
19, to use the kit without the need for any supervision or expert
input. Explore the idea of STEM involvement in an extra-curricular
environment to further define the problem, need and aim for the
project. Also identify key products which are currently being used
in this area and outline the key issues which exist with the use of
these products and how these could be addressed. Explore some of
the basic scientific principles which could be adapted into a small
scale form which could provide ideas for an electronic-based
scientific kit for the 14 19 age range. Develop the idea through
model making and CAD. Specifically exploring the areas of modular
kit building and the key area of circuit construction which will
reduce the need for specialist equipment such as solder and
soldering irons, whilst also providing the re-usable functionality
which has been clearly identified as a user requirement. Test and
validate the design and idea by testing a working model through
scouts and schools and talking to organisations who run STEM
workshops or promote STEM within the community. Engineering testing
of elements such as structure stability, force analysis and
electrical component testing within the circuit structure will also
be key to this project. 3.2. Outline Project Deliverables and/or
Desired OutcomesThe project will aim to complete the following
deliverables; A complete drawing set. Detailing manufacturing
drawings and requirements for the production of the circuitry and
plastic component assembly aspects of the educational kit. A report
and portfolio explaining how this design was achieved. This will
detail all the activities undertaken in order to arrive at the
final design. A detailed list of activities showing the approach
being taken for this project are outlined in Appendix 3. A
prototypes and models to demonstrate key features. Prototypes of
key ideas, especially in the area concerning the construction of
the electronic circuit aspect of the project, will be produced at
various stages throughout the project. 3.3 Performance MeasuresIn
order to identify achievement of the main project aims and
objectives it is proposed to pilot the use of the developed kit
within scout groups and schools. This will provide the feedback
required to adjust and change parts of the design as necessary to
ensure the objectives are met with the highest possible standard.
Small test groups will be used to ensure quality and focused
feedback is obtained, I feel this is more achievable within the
setting of a small group as it is easier to facilitate and less
susceptible to distractions. To ensure the design also meets the
requirements of external organisations who endorse participation in
STEM, it will be necessary to ensure they also contribute to the
evaluation and decision making required within the project. Two
such organisations are the IET and Science Connects (a branch of
STEMNet), work to create interest in the project within these two
organisations is at an early stage but it is hoped that
professionals from this area will be willing to provide their
opinion on emerging designs during idea generation and final
evaluation stages of the project. 3.4 ExclusionsThe main objective
of this project is to develop an interactive scientific kit for the
14 19 year old age range which is based on the use of an electronic
circuit to allow investigation and experimentation into basic
scientific principles. The project will look at how this can best
be achieved through the design and development of a reusable kit
however, it will not define new ways of conducting existing
scientific experiments, it will look at a way of simplifying these
experiments to make them more accessible for this age range. 3.5
ConstraintsWithin this project there are many constraints which
need to be considered throughout the development process;Language
consideration The 2011 Census revealed that although 92.3% of the
population in the UK speak English, there are significant
minorities of the population who speak Polish, Punjabi or Urdu as
their main language. As this project focuses on education and young
people with the view of encouraging participation in STEM subjects,
language must be considered as this should not be a barrier to
preventing the use of the product. This constraint therefore needs
careful consideration throughout the project. (Mirror,
2013)Facilities available The facilities available to
extra-curricular clubs such as scouts, guides and young engineers
will have a significant impact on the design and development of
this product. From personal years of experience of involvement with
this type of extra-curricular club, facilities are limited. The
majority of these clubs do not have access to lab-specific
equipment such as safety glasses, lab coats, soldering irons etc.
This presents a need for the product to have the ability to be
assembled and used without requiring the use of any of this
lab-specific equipment. Ability The report titled, Subject Choice
in STEM: Factors Influencing Young People (14 19) in Education,
(2010), outlined many personal and contextual issues affecting
young people and their relationship with STEM subjects. One of the
main influences, as stated in this report, was their ability or
previous experience of these subjects. It is important, when
considering extra-curricular groups where a large number of
children attend, to consider the fact that the children present in
these groups will have a large range of abilities and many
different backgrounds and experiences when considering involvement
in STEM. One objective for this project is to eliminate this
personal factor and make the use of this kit, and STEM as a whole,
accessible to children aged 14 19 regardless of their previous
experience or ability. Therefore, this requires the resulting
product to be simple and easy to understand while also providing
enough knowledge on a particular area so as to appeal to many
ability ranges within this age group. Disability awareness A report
titled Disability in the United Kingdom 2012: Facts and Figures
outlines some of the main disabilities affecting both male and
female students in the 14 19 age range. The report highlights that
almost 1 in every 5 people in the UK have a disability with around
1 in 20 children being disabled. In terms of age and gender only 9%
of disabled adults are under the age of 35 and in 2010/11 the most
common impairments for children were communication, learning and
mobility based. Amongst children, boys also experience a higher
rate of disability than girls and are more likely to experience
coordination, learning and communication difficulties. These are
therefore the most prevalent disabilities occurring in the target
age group and consideration of use with disabilities must have a
significant place in the development of the product. (Papworth
Trust, 2012)3.6 InterfaceThe final product will have many viable
interfaces with outside organisations. The first such organisations
would be STEMNet and the Institution of Engineering and Technology
(IET) as these organisations are playing a primary role in
encouraging young people to participate in STEM and regularly try
to organise STEM related activities within schools with the aim of
generating interest in this area. These organisations have the
ability to stock a full range of developed kits with the ability to
loan kits, on request, to local groups and schools, therefore
providing an accessible and reliable resource. As the product
focuses on use in an extra-curricular environment, this would cover
use at home, and in other organisations such as scouts, guides, GB,
BB and many others. An interface between these organisations and
the product therefore also exists. There is an opportunity for
these groups to buy separate kits, or borrow them from the
previously mentioned organisations. These organisations could also
be identified as the target end user. The product may also be
stocked in retailers across the UK and this provides the third type
of interaction between an outside organisation and the product. The
retailer must be suitable satisfied with the product in order to
purchase and sell the kit within their stores. The retailer is
therefore also the main customer for this product. 3.7 Financial
PlanAn appropriate budget is required for detailed prototyping
within the project and funds to contribute to the cost of 3D
printing and other prototyping and modelling techniques required
for a fully developed outcome have been sought. Having used the
money wisely at this stage of the project it is hoped that the
benefits from product marketing will be greater due to taking
attention to detail to ensure a well-rounded solution is achieved
from an early stage in the project. 3.8 Key Project StakeholdersThe
key stakeholders which have been identified throughout the
literature relating to this project are organisations such as the
IET and STEMNet who promote and encourage participation within the
area of STEM, the students who will be using the finished product,
the customers who will buy the finished product and the members of
the community who run the extra-curricular groups, identified as
the main area of use for this type of product. All of these
identified stakeholders have a key interest in the value and
quality of the product, as well as its ability to generate
community involvement and improving the quality of communication
between STEM related organisations and the young students they are
trying to attract. The owners of the product will also be concerned
with the longevity and social goals of the product, i.e. the
product should be priced accordingly and achieve the social needs
of the young people which have previously been identified as
missing. Other organisations with a small stakehold in the project
include the government, due to aspects of economic growth, economic
direction and job creation in vital sectors which have been
labelled as a priority within government policy. Any employees and
suppliers associated with the creation, distribution and marketing
of the product will also have a stakehold in the project as this
directly affects their financial situation. Should the project
attract any investors at a later date then the investor will also
have a key stakehold within the project. 3.9 RisksExtensive user
testing and involvement in the product development process will
help to reduce any potential risks of failure associated with
bringing the product to market. The type of user activity required
is explored through the methodology used throughout the project and
this is explored further in the next section of this project
brief.Further to the risks associated with placing a product on the
market, there are the general risks associated with product
modelling and prototyping during the development process. These
risks have been considered and are highlighted in the accompanying
risk assessment. Furthermore, any risks involving ethics within the
project have been eliminated through the completion of the
university ethics checklist which also accompanies the project
brief. 4. MethodologyAs mentioned previously the project
methodology will centre on extensive user involvement through
research, development and testing. In order to fulfil this two
specific methodologies have been combined to outline the
methodology which will be utilised throughout the project. The UCD
methodology structure, as outlined by Chandra Harrison, Sam
Medrington and Whan Stransom, has been utilised and combined with
the extensive focus and principal of ensuring the user is at the
centre of the process as illustrated by the UCD process highlighted
by Experience UI. This structure has been used to clearly define
each stage of the project and illustrate the iterative nature of
the project, as constant development is an important consideration
in this area as STEM changes to coincide with the school curriculum
changes. The structure also shows the importance of evaluation at
every stage of product development as feedback and user validation
is key within this project. The structure and the methods being
used is clearly shown in the diagram attached in Appendix 2.
(Harrison, Medrington & Stransom, 2013) (Experience UI, 2009)5.
Outline Project PlanThe research, idea generation, detail design
and testing stages within the project have been outlined and detail
about methods used within each of these areas have been included in
the project approach, this approach is clearly outlined in stages
and is shown in Appendix 3. These planning sheets have been used in
conjunction with the methodology to produce a project Gantt chart
which can be seen in Appendix 4. This Gantt chart may be subject to
change and will be evaluated and changed when required at regular
intervals throughout the duration of the project. Key deadlines
have been noted and the timescale of 8 months is also clearly
indicated through the project Gantt chart. 6. Initial Idea
GenerationSome initial ideas for the project have been generated
through two explorations around science experiments and focus
groups. The first ideas described were generated through a user
focus group with 5 16 and 17 year old girls who were asked to
design a cadet they thought could help them learn about different
scientific principles. The outcome of this idea generation can be
seen in Appendix 5. The second idea generation shown in this
project brief came from a visit to the Glasgow Science Centre.
Ideas generated from this visit can be seen in Appendix 6. Finally
some ideas surrounding the circuit construction for this project
have been included in Appendix 7. 7. References Department for
Business Innovation and Skills, 2012, Engaging the Public in
Science and Engineering, Online, Available at
https://www.gov.uk/government/policies/engaging-the-public-in-science-and-engineering--3/supporting-pages/inspiring-students-to-study-science-technology-engineering-and-mathematics,
Accessed 14/10/13Department for Business, Innovation and Skills,
2012, Engaging the Public in Science and Engineering, Online,
Available at
https://www.gov.uk/government/policies/engaging-the-public-in-science-and-engineering--3,
Accessed 14/10/13Department for Education, 2008, After-school
Science and Engineering Clubs Evaluation: Final Report,
LondonDepartment for Education, 2010, The STEM Cohesion Programme:
Final Report, LondonDepartment of Further Education, Employment,
Science and Technology (Australia), 2013, Female Participation in
STEM Study and Work in South Australia 2012, AdelaideEurostat
(European Commission), 2011, Education Statistics, BrusselsEvidence
for Policy and Practice Information and Co-ordinating Centre, 2010,
Subject Choice in STEM: Factors Influencing Young People (aged
14-19) in Education (A systematic review of the UK literature),
University of LondonExperience UI, 2009, User Centred Design
Definition, Online, Available at; experience.expressionz.in,
Accessed 14/10/13Girl Scouts of America Research Institute, 2012,
Generation STEM: What Girls Say About Science, Technology,
Engineering and Maths, Lockheed MartinHarrison, Medrington &
Stransom, 2013, User Centred Design Research Methods for Mobile
Industry Practitioners, WI Journal of Mobile Media, Sound Moves,
Vol.7 No.1, March 2013IPSOS MORI Social Research Institute, 2011,
Public Attitudes to Science, Department for Business Innovation and
Skills, LondonLord Sainsubury, 2007, The Race to The Top: A Review
of Governments Science and Innovation Policies, October 2007Mirror,
2013, 2011 Census: The main 20 languages spoken in the UK,
available at
http://www.mirror.co.uk/news/uk-news/2011-census-top-20-languages-1563629,
accessed 30 September 2013Office for National Statistics, Historic
UK Population Pyramid, Census Figures 2011, Online, Available at
www.ons.gov.uk/ons/interactive/historic-uk-population-pyramid/index.html,
Accessed 14/10/13The Royal Academy of Engineering, 2007, Educating
Engineers for the 21st Century, LondonThe Russell Group of
Universities, (February 2009), STEM-Briefing, LondonStevens, H.,
2012, Employer Engagement in STEM Learning in the Heart of the
South West, University of Exeter
Appendix 1 Outline of STEM LiteratureLord Sainsubury, 2007, The
Race to The Top: A Review of Governments Science and Innovation
Policies, October 2007The importance of STEM to todays society in
Britain The following bullet points cover why encouraging
participation in STEM is so important to todays society throughout
Britain. An effective science and innovation system is vital to
achieving the UKs objective of moving into high-value goods,
services and industries in order to compete in the era of
globalisation. In a world in which the UKs competitive advantage
will depend increasingly on innovation and high-value products and
services, it is essential that we raise the level of our science,
technology, engineering and mathematics (STEM) skills.
Policy-making in many areas of government also requires a supply
chain of creative young scientists and engineers.
Numbers of people currently involved in STEM The following
bullet points cover the current levels of graduates and employees
in STEM sectors within Britain and outline the need for growing
participation within this area. A major campaign to enhance the
teaching of science and technology. Demand for science, technology,
engineering and mathematics (STEM) skills will continue to grow.
The UK has a reasonable stock of STEM graduates but problems lie
ahead. There has been a 20-year decline in the number of pupils
taking A-Level physics. The review recommends a major campaign to
address the STEM issues in schools. This will raise the numbers of
qualified STEM teachers by introducing, for example, new sources of
recruitment, financial incentives for conversion courses, and
mentoring for newly qualified teachers. The government should
continue its drive to increase the number of young people studying
triple science, and consider entitlement for all pupils to study
the second mathematics GCSE (due to be introduced in 2010). The
Review believes that there is a major need to improve the level of
career advice given to young people, so that they are aware of the
exciting and rewarding opportunities open to those with science and
technology qualifications. It welcomes the role of a national STEM
co-ordinator and the Careers from Science website and suggests that
careers advice be built into the curriculum for pupils and
Continuing Professional Development (CPD) for teachers. The
rationalisation of extra-curriculum STEM schemes is supported, with
suggestions for those schemes that should be taken forward,
including a national science competition. The Higher Education
Funding Council England (HEFCE) Strategic and Vulnerable Subject
Advisory Group should be turned into an Advisory Group on Graduate
Supply and Demand which produces an annual report detailing the
number of students graduating in particular subjects, how easily
graduates get jobs in particular areas, and in what areas industry
foresees shortages of graduates arising. The Review believes that
such a report would be very valuable for students, Vice-Chancellors
and Government. Compared to other OECD nations, the UK has a
reasonable stock of STEM graduates. However, a closer look at the
situation reveals some potential problems ahead. Looking into the
future the pipeline of STEM students is a concern. In the past
three years there has been a recovery in the number of students
taking A-Level biology and chemistry. As a result the 10-year
picture shows only a modest decline. In the case of A-Level physics
we are looking, however, at a 20-year decline. The number of
students taking A-Level mathematics fell in 2001-2002 and is now
recovering.
Results of action currently taken to improve STEM participation
The following statements from the report outline some of the
results which have arisen from some current measurements taken by
successive governments to address the issue of participation in
STEM. The Ten-year Framework (July 2004) and Next Steps document
(March 2006) announced measures to address the STEM skills
challenges and signs of progress are now emerging. The total number
of people recruited to train as science teachers in 2006-2007 was
3,390 (compared with 3,060 in 2001-2002). In mathematics the total
number starting to train as teachers was 2,290, compared with 1,860
in 2001-2002. The take-up of A-Level physics, however, has
undergone a 20-year decline. In 1990, with the introduction of
Double Award Science as part of the National Curriculum, it became
compulsory to study science until the age of sixteen. However,
chart 7.3 shows that in the late 1980s the take-up was beginning to
improve, but then from 1990 a rapid decline began which has, as
yet, not been turned around. A decreasing number of qualified
physics teachers is likely to have contributed to the decline.
Situational reasons for why participation in STEM subjects is
low These statements outline some situational reasons for why
participation in STEM is currently low. However, there are
significant shortages of qualified teachers in key subject areas,
and it is clear that more needs to be done urgently. Our analysis
suggests that solutions can be found and this chapter outlines
specific ways to achieve a step-change in the supply of STEM
skills. Students experiences at an early age have a significant
impact on their future choices and there is wide-spread concern
that pupils are turning away from STEM subjects following their
experiences at school. At A-Level the take-up of key subjects is a
cause for concern. A detailed analysis reveals that there are a
number of different factors in play. However, students and parents
often have a poorly informed view of science and engineering jobs
and their rewards. They have a narrow view of the range of careers
that are open to those who choose STEM subjects, limited to those
in the immediate STEM field (scientist, engineer) and over-looking
the fact that STEM qualifications open the door to a wide range of
well-paid jobs in, for example, banking, the media and business.
Evidence shows that pupils decide what to study at a young age,
often before they are 14 years old. However, schools can often be
overwhelmed by the opportunities available to them, or, more
worringly, unaware of them.
Curriculum Changes These points outline some critical curriculum
changes within the STEM area of education which may also be
impacting on the engagement of young people within these subject
areas. The curriculum should provide all pupils with sufficient
understanding of scientific and mathematical principals and should
also inspire young people to study STEM subjects further. Schools
begin teaching the new Key Stage 4 Programme of study for science
in September 2006. Additional training and support is being
provided by the Science Learning Centres, the Secondary National
Strategy, the Association for Science Education and the Specialist
Schools and Academies Trust. The Qualifications and Curriculum
Authority (QCA) is undertaking a wide-ranging evaluation of the
changes made to the Key Stage 4 curriculum from September 2006. An
interim report is expected in August 2007. The QCA has convened
meetings of independent scientists and engineers to advise on how
the new Key Stage 3 curriculum can stretch the most able pupils and
will be involving them in the evaluation of Key Stage 4 later in
the year.
Suggested changes and improvements These statements were
included at the end of the report and outline some suggestions,
made by the author, of how participation within the key STEM
subjects could be improved. Better awareness of the wide range of
worthwhile careers opened up by school STEM subjects can lead more
students to opt for STEM subjects at 14 (GCSE and the future
specialist diplomas), 16 (A-Level and other level 3 qualifications)
and 17 (higher education). Improved awareness of the range of STEM
careers, and the contribution they can make to enhancing human
well-being and to addressing major global challenges, could also
help to counter the imbalance in STEM participation by
under-represented groups, particularly girls in physics and
engineering, and some ethnic minority groups in specific STEM
areas. However, a website alone will not solve the problem. A
widespread marketing campaign of presentations and leaflets to
schools, parents, teachers and children will be necessary to make
the website known. Extra-curricular activities can play an
important role in enthusing young people and demonstrating the
exciting opportunities that studying science can open-up. Some of
the current schemes are very successful. However, at the current
time far too many schemes exist. Each has its own overheads, few
have more than a local coverage and teachers find it difficult to
make sense of the vast amount of literature with which they are
bombarded. Companies also do not feel they get value for money from
the funds they put into these schemes.
The Royal Academy of Engineering, 2007, Educating Engineers for
the 21st Century, LondonThe importance of STEM to todays society in
Britain The following bullet points cover why encouraging
participation in STEM is so important to todays society throughout
Britain. Unless action is taken a shortage of high-calibre
engineers entering industry will become increasingly apparent over
the next ten years with serious repercussions for the productivity
and creativity of UK businesses.
Results of action currently taken to improve STEM participation
The following statements from the report outline some of the
results which have arisen from some current measurements taken by
successive governments to address the issue of participation in
STEM. Current initiatives to encourage school students to study
mathematics and physical sciences and to increase the number of
science teachers are strongly welcomed.
Suggested changes and improvements These statements were
included at the end of the report and outline some suggestions,
made by the author, of how participation within the key STEM
subjects could be improved. Similar encouragement should also be
given for universities and companies to collaborate with other
interested parties along the lines laid out in the Teaching
Engineering in Schools Strategy (TESS) as envisaged in the National
Engineering Programme (NEP). In the secondary schools, where
students make decisions about the university courses they will
pursue, there is an acknowledged shortage of teachers in maths and
physics, the essential precursors of undergraduate engineering
studies. In the universities the structure and content of
engineering courses has changed relatively little over the past 20
years, indeed much of the teaching would still be familiar to
parents of todays new students.
The Russell Group of Universities, (February 2009),
STEM-Briefing, LondonSituational reasons for why participation in
STEM subjects is low These statements outline some situational
reasons for why participation in STEM is currently low. There are
some significant problems earlier in the education system that need
addressing in order to boost participation in STEM. A DIUS report
published in January 2009 found that: The supply of STEM graduates
is critically dependent on the earlier supply of those with the
requisite A-Level (or equivalent) qualifications on how many
continue to study STEM courses in HE. Despite the number of STEM
postgraduates and graduates in recent years, the number of pupils
taking A-Levels in maths and sciences is not keeping pace. Evidence
suggests that school students are avoiding A-Level subjects that
they perceive to be harder, including STEM. State schools pupils
are significantly less likely to take separate sciences and other
STEM subjects, despite the fact that studying these subjects
increases a students future options. They are also far less likely
to be taught STEM from teachers with a degree in the subject. For
example, 80% of physics teachers in independent schools had a
degree in physics, compared to only 30% of those in state
schools.
Just under half of all science A grades at A-Level are from
independent schools. Students are avoiding A-Levels deemed to be
more difficult A 2006 survey of 500 students found that 70% of
6th-form pupils believed it was harder to get an A-grade in science
subjects than those that they perceived to be softer options. For
2/3 of respondents, the perceived level of difficulty between
subjects was a key factor in deciding whether to take A-Level
science. Dr Robert Coe, Director of the educational evaluation
group at the Centre for Evaluation and Monitoring, said that
students avoid subjects perceived as being hard at A-Level in
favour of ones where they had more chance of getting top grades.
The relative level of difficulty of subjects has been analysed by
the Centre for Evaluation and Monitoring. The research has found
that students with a GCSE B in History, Economics, Geography,
English, Sociology and Business Studies average a grade C in those
subjects at A-Level; those with a GCSE B in Maths, Computing,
German, French, Chemistry, Physics and Biology average a D at
A-Level.
State School Pupils are less likely to take STEM subjects
A-Level science candidates are concentrated in a small proportion
of schools. As the Royal Society noted, science take-up is strongly
skewed at present, with half of all A-Level entries in science
coming from just 18% of schools.
Teachers and Classrooms In 2205, roughly 80% of physics teachers
in independent schools had a degree in physics, compared to only
30% of those in state schools. Almost one in four secondary schools
in England no longer has any specialist physics teachers. 22% of
physics recruits to independent schools had firsts compared to 13%
of those going to the state sector and they were much more likely
to have received their degree from selective universities. Over 30%
of those teaching mathematics in school do not have a post A-Level
qualification in the subject. More than half (56%) of training
teachers are forced to retake their basic literacy and numeracy
exams annually in order to pass. Last year, 35,150 trainees took
46,460 tests.
The importance of STEM to todays society in Britain The
following bullet points cover why encouraging participation in STEM
is so important to todays society throughout Britain. A shortage of
STEM graduates entering the economy The engineering sector is a
major recruiter of STEM graduates. A survey based on 444
engineering companies and 81 universities found that: Industry
requires engineering graduates with excellent technical skills, a
high standard of mathematics and broader skills such as
communication ability and team working. The number of university
entrants to engineering remained static between 1994 and 2004, even
though total university entries rose by 40%. Engineering courses
are seriously under-funded, and this risks constraining innovation
in learning and teaching. UK engineering faces a serious shortage
of graduates. Unless action is taken, the shortage of high quality
engineering graduates could have serious repercussions for the UK
industry.
Problems exist earlier in the education system: Students taking
key subjects such as physical sciences and maths, have become
worryingly low despite a few recent trend-bucking increases.
Evidence for Policy and Practice Information and Co-ordinating
Centre, 2010, Subject Choice in STEM: Factors Influencing Young
People (aged 14-19) in Education (A systematic review of the UK
literature), University of LondonSituational reasons for why
participation in STEM subjects is low These statements outline some
situational reasons for why participation in STEM is currently
low.The factors that have been considered to influence subject
choice are listed below but, with the exception of gender,
ethnicity and ability, each factor was only investigated in on
study and/or in lower-quality studies: Gender Ethnicity Ability
Socioeconomic status School/college size School type
(comprehensive/grammar/etc.) School type (with sixth-form/without
sixth-form) School type (single-sex/co-educational) School type
(independent/local authority) School type (religious denomination)
Grouping practices (i.e. setting by ability) Geographical setting
Subjects taken at GCSE Qualifications of teaching staff Performance
of school/college School status (degree of autonomy of school
management) Gender ratio of staff Urbanicity
(Personal factors and contextual factors)Table 6.1: Gender and
choice of KS4 subjects (14-16) years
Table 6.2: Ability and choice of KS4 subjects
Table 6.3: Socio-economic status and choice of KS4 subjects
Table 6.4: Size of school and choice of KS4 subjects
Table 6.5: School type (single-sex/co-educational) and choice of
KS4 subjects
Table 6.6: School type (independent/educational authority) and
choice of KS4 subjects
Table 6.7: School type (religious denomination) and choice of
KS4 subjects
Table 6.8: School type (grammar/comprehensive) and choice of KS4
subjects
Table 6.9: School type (with sixth-form/without sixth-form) and
choice of KS4 subjects
Stevens, H., 2012, Employer Engagement in STEM Learning in the
Heart of the South West, University of ExeterThe importance of STEM
to todays society in Britain The following bullet points cover why
encouraging participation in STEM is so important to todays society
throughout Britain. Why is learning STEM related subjects
important?Arguments for supporting STEM education go beyond the
economic, however. The BIS attitudes to science survey identified
the following social benefits of science: Improved quality of life,
through both medical advances and new consumer technologies and
gadgets; Enhanced entertainment and popular culture, such as in
art, music and television; An understanding of science equipped the
public with the tools and ability to challenge the status quo,
politically or culturally, and that without this, people would lose
informed public debate; and Science added to the art of
conversation, from popular science books through to simple
conversations about the weather.
Finally, some respondents saw an inherent Britishness within
inventiveness, extending back to the industrial revolution, so saw
science as part of a national cultural heritage.
IPSOS MORI Social Research Institute, 2011, Public Attitudes to
Science, Department for Business Innovation and Skills, LondonThe
importance of STEM to todays society in Britain The following
bullet points cover why encouraging participation in STEM is so
important to todays society throughout Britain. Key Indicators
Diagram
Enthusiasm for ScienceAs in previous PAS studies, the public
generally views science and scientists as beneficial to society:
Four-fifths (80%) agree that, on the whole, science will make our
lives easier and over half (54%) think that the benefits of science
are greater than any harmful effect. Nine in ten (88%) think
scientists make a valuable contribution to society and eight in ten
(82%) agree they want to make life better for the average person.
The proportion agreeing with the latter statement has risen by
fifteen percentage points since 2000. From a list of phrases shown
in the survey, people are most likely to pick out serious (48%),
objective (41%) and rational (33%) to describe scientists. From
this list, they are least likely to associate scientists with being
narrow-minded (9%), friendly (9%), too inquisitive (7%) and good at
public relations (5%).
In the workshops, the contribution that participants most wanted
science to make to society tended to reflect their life stage:
Younger participants were more focused on technologies and gadgets
that would make everyday life easier. Older participants thought
more about advances in medicine.Participants were divided as to
whether to prioritise scientific developments which would help
tackle global issues such as hunger, and climate change, or
developments more likely to benefit those living in the UK, such as
a cure for cancer. Situational reasons for why participation in
STEM subjects is low These statements outline some situational
reasons for why participation in STEM is currently low.Interest in
ScienceThe UK public is highly interested in science. Four-fifths
(82%) agree that science is such a big part of our lives that we
should all take an interest, with a quarter (25%) strongly
agreeing. Two-thirds (68%) also think it is important to know about
science in my daily life. Agreement with both statements has
increased since 2000, by nine and eight percentage points
respectively. The middle classes (ABC1s) and those with a higher
education are more likely than average to agree with both
statements.However, the difference in scores for these two
statements indicates that some people see science as important, but
not necessarily personally relevant. They think the public should
take an interest, but are less willing to do so themselves.Fewer
than one in ten (8%) think they hear and see too much or far too
much information about science, suggesting that most people do not
feel overexposed to science. Instead, four in ten (38%) think they
hear and see the right amount of information, while five in ten
(51%) think they hear and see too little or far too little,
indicating an appetite for knowing more about science. The
proportion saying they hear and see too little or far too little
has increased by 17 percentage points since 2008.Feeling
InformedFewer people say they feel informed about science, and
scientific research and developments (43%) than say they do not
(56%). Women and the less affluent (C2DEs) tend to feel less well
informed than average, which is consistent with previous PAS
studies. Those with internet access generally feel better informed
than those without.The proportion feeling informed (43%) has
actually declined by 12 percentage points since 2008, although it
is still in line with the 2005 level. The findings suggest there
are many factors at work here. On one hand, access to information
and confidence in understanding science has increased: The
proportion agreeing that finding out about new scientific
developments is easy these days (49%) has risen by 13 percentage
points since 2000. Three in ten (32%) think they are not clever
enough to understand science and technology, but this proportion
but has fallen by six percentage points since 2000. Just 15% say
that they dont understand the point of all the science being done
today, with seven in ten (72%) disagreeing. The proportion agreeing
has fallen by 14 percentage points since 2000.
On the other hand, more people now think the complexity of
science and the speed of development are making it difficult to
keep up: Six in ten (63%) agree that Science and technology are too
specialised for most people to understand them, up seven percentage
points since 2008. Almost half (46%) think that they cannot follow
developments in science and technology because the speed of
development is too fast, up four percentage points since 2008.
Seven in ten (71%) also agree that there is so much conflicting
information about science it is difficult to know what to
believe.How informed people feel also varies by topic. Of the
various science and social science topics explored in the survey,
people feel most informed about climate change (+51 net
informed15), vaccination (+47), human rights (+35) and renewable
energy (+23), perhaps reflecting the greater coverage these issues
receive in the media. People feel far less informed about
nanotechnology (-67) and synthetic biology (-78), both relatively
new areas of research.Studying ScienceThe importance of science
education is apparent in the survey findings, where a quarter (24%)
agree that school put me off science. This is somewhat higher than
in 2008 (21%) and 2005 (20%). Women are more likely to agree than
men. Those from social grades DE are also slightly more likely than
average to agree.People are divided about whether the science they
learned at school is useful in their everyday lives, with slightly
more thinking it was useful than not (44% versus 36%). They are
more likely to see maths as useful in their daily lives
(67%).18People are also uncertain about how useful school science
has been for their job around two-fifths think it has been useful
(37%) and a similar proportion say it has not been useful (42%).
Again, more (66%) think maths has been useful in their jobs.
People have a mixed view of the quality of science teaching,
relative to other subjects. When asked whether the teaching of
science was better or worse than the teaching of the other
subjects, half (51%) say it was about the same, and a slightly
higher proportion say it was better (22%) than say it was worse
(18%). The proportion saying it was worse has fallen by seven
percentage points since 2008.Among those who think science teaching
was better or worse than the teaching of other subjects, common
(unprompted) reasons for this relate to the teacher. Relatively few
say that they think science was taught better or worse than other
subjects because it was easy or hard respectively. This suggests
that it is not necessarily the level of difficulty that puts people
off science at school.Girl Scouts of America Research Institute,
2012, Generation STEM: What Girls Say About Science, Technology,
Engineering and Maths, Lockheed MartinThe importance of STEM to
todays society in Britain The following bullet points cover why
encouraging participation in STEM is so important to todays society
throughout Britain. Women and Girls in STEMHowever, there are some
fields in which female representation has remained low. Within STEM
fields women are better represented in life sciences, chemistry,
and mathematics; women are not well represented in engineering,
computing, and physics. Women account for about only 20% of the
bachelors degrees in engineering computer science, and physics
Regardless of specific area of STEM, only about 25% of these
positions are held by women.Researchers and experts in STEM
education agree that boosting the number of women in STEM fields
would expand our nations pool of workers, educators, and innovators
for the future, bring a new dimension to the work, and potentially
tackle problems that have been overlooked in the past.Situational
reasons for why participation in STEM subjects is low These
statements outline some situational reasons for why participation
in STEM is currently low.Achievement in Math and ScienceHowever, a
number of factors are known to reduce performance, and likely have
influenced perceptions of girls ability to achieve in math and
science: Outdated stereotypes and feelings of insufficiency can
hold girls back. Social psychological research shows that the
stereotype that girls are not as good as boys in math can have
negative consequences. When girls know or are made aware of this
stereotype, they perform much more poorly than boys; however, when
they are told that boys and girls perform equally well on a test,
there is no gender difference. It is possible that girls are
internalizing this stereotype and talking themselves out of
achieving in math and science when, in reality, they are doing just
as well or better than boys. This stereotype threat has also been
found for African American and Hispanic students in test
achievement. Compared to boys, girls with the same abilities are
more likely to give up when the material is difficult and to talk
themselves out of pursuing the field. Research has also shown that
having confidence in ones ability and believing that hard work and
effort can increase intelligence are associated with higher
achievement in math and science among girls. This and other
research suggest that perception of ones ability or capability is
more important for a girl than her actual ability or knowledge, and
changing this perception can lead to more entry into STEM
domains.
Interest in Math and ScienceResearch shows that girls start
losing interest in math and science during middle school. Girls are
typically more interested in careers where they can help others
(e.g., teaching, child care, working with animals)xix and make the
world a better place. Recent surveys have shown that girls and
young women are much less interested than boys and young men in
math and science. A national report on college freshmen
major/career interests shows that on average, 20% of young women
intend to major in a STEM field, compared to 50% of young men. Four
consecutive years of data show that these numbers increase for
young men over time (from 45% to 56%), but do not increase for
young women. Another recent poll showed that 32% of girls ages
13-17 thought that computing would be a good college major,
compared to 74% of boys in the same age range. This lack of
interest may be a product of older stereotypes about girls doing
poorly in math, or of low confidence in their abilities, or
alternatively may reflect a general well-roundedness in girls that
leads many to turn to their high verbal skills during career
planning.
Department of Further Education, Employment, Science and
Technology (Australia), 2013, Female Participation in STEM Study
and Work in South Australia 2012, AdelaideAttitudes towards STEM
These statements outline some current attitudes of a variety of
people from society towards STEM. Many females studying Prime STEM
in secondary school do not aspire to study Prime STEM at
university. Females comprise 45% of Prime STEM school students
compared to 25% of Prime STEM university applicants. So what
appears to be a promising pattern of equal numbers of school-aged
males and females going on to enrol in university STEM courses,
when more closely analysed, shows that female preferences for STEM
degrees trend heavily toward Allied Health STEM, while males
incline toward Prime STEM and Allied Economic STEM. These first two
phases of the learning-work continuum emphasise the first major
point of difference between males and females that females aspire
to different STEM goals than their male counterparts, and that
these aspirations are carried through to actual study in those STEM
areas.School to University University ReadinessIn the early
nineties, 90% of students in Year 12 studied science. In 2010 that
figure had been reduced to half of the Year 12 cohort (51%)14.
There is no doubt that fewer students are studying science than
ever before. It has also been a long standing view that STEM
curriculum needs to meet the needs of students who will become
scientists and engineers or be involved in science-related
professions. This does not discount the need for scientific
literacy as a life skill, but it does re-direct attention to the
broader issues around Australias future economic prosperity. The
current study found that 36% of SACE Stage 2 subjects completed
(C-grade or higher) and IB subjects (diploma obtained) were related
to STEM, of which 48% were female students. In this respect,
females are holding their own albeit in a much reduced pool of
students, which can be seen by comparing this recent data by
subject with student data in the early nineties provided by the
Australian Academy of Science. The study also found that the
proportion of SACE Stage 2 completions (C-grade or higher), and IB
completions (diplomas obtained) as a proportion of IB subject
registrations, were both higher for females than they were for
males, illustrating that females are performing well.
Within the cohorts of males and females successfully undertaking
STEM subjects at SACE Stage 2, females were approximately twice as
likely to engage in Allied Health STEM subjects as are males.
Interestingly, the percentage of male and females who studied
Allied Economic STEM subjects were almost identical, meaning that
the excess of female students in Allied Health STEM subjects is
exclusively to the detriment of the pool of females studying Prime
STEM subjects. These observations confirm a trend of the last two
decades, which has seen significant increases in female
participation in STEM at the senior levels of school. It also gives
credit to previous equity policies aimed at encouraging girls to
study science and to pursue careers in non-traditional fields15.
However, as noted by Sharon Bell, it is also an outcome that has in
recent times found expression in newer equity policy that gives
prominence to the differential achievements of boys in education on
the basis that boys appear to be failing16. The effect of this has
been a shift away from female participation in STEM as an equity
issues, to a broader economic argument.
Eurostat (European Commission), 2011, Education Statistics,
BrusselsAttitudes towards STEM These statements outline some
current attitudes of a variety of people from society towards STEM.
Graduation in maths, science or engineeringLarge increase in
student numbers graduating in maths, science or engineering
exceeded the EU benchmark well before 2010In the EU, attention was
focused on the numbers of students graduating in maths, science or
technology (MST) subjects during the decade 2000 to 2009. The
benchmark aim was to increase the total number of MST graduates by
at least 15 % by 2010, while at the same time lowering the gender
imbalance.Overall numbers in the EU had already increased by more
than 15 % early on in the decade (2003). At 39.7 % the 2000-2009
growth was more than double the original benchmark (see Table
2).There were particularly high percentage changes in Romania and
Slovakia. However, one reason for the increasing number of MST
graduates may also be the structural reforms implemented in many
European countries under the Bologna process for the European
Higher Education Area during the period. The Bologna process has
introduced bachelor and master cycles in tertiary education and,
all other things being equal, this is resulting in shorter degree
structures and therefore more graduates per reference period.Today
most European higher education systems offer first a bachelor
degree (normally three to four years long) followed by a masters
degree (1 to 2 years) instead of one long first degree leading
directly to a master degree.In fact, the growth in MST graduates
between 2000 and 2009 was relatively low, both at EU level and in
most countries, compared with other fields of study such as
services, health and social sciences, business and law, where
growth rates in the same period ranged from over 65 % to close to
100 % at EU level. At more than 50%, the average percentage change
for all fields of study from 2000 to 2009 was substantially higher
than the MST growth rate.In 2009 around one third of graduates at
tertiary level graduated in subjects such as social science
(economics, political science and psychology), business studies and
law (Table 2). Health and welfare (for example medicine, pharmacy
and nursing) was the second biggest group with more than 15 % of
graduates. Four groups account for around 10 % of graduates each
(engineering, humanities, education and science/maths). At tertiary
level there are not many graduates in agriculture/veterinary or
service subjects; the former reflects the overall importance of
these subjects in terms of employment, whereas the latter reflects
the fact that service subjects are mainly studied at lower
education levels (upper secondary and post-secondary education
(ISCED level 3 and 4)).
Share of women studying maths, science and technologyThe share
of women studying maths, science and technology subjects have
remained stable over the last decade, although the overall share of
women in tertiary education has risen.In contrast to the
development described in the previous section, the MST gender
imbalance was not reduced during the decade 2000-2009. Less than
one third of MST graduates were women in 2000 and this was still
the case in 2009.Moreover, the country deviation is relatively
small. This means there have not been any real success stories in
improving the MST graduate rate of women across Europe (see Table
2).The share of female graduates rose slightly in most fields of
education at tertiary level during the last decade, at EU level and
in most countries, although the picture is more stable for
humanities and arts, falling slightly for sciences, mathematics and
computing at EU level (see Figure 11).In 2009 women accounted for
more than 75 % of graduates in education and training, around 75 %
in health and welfare, 70 % in humanities and arts, and 60 % in
social sciences, business and law. In Romania, Estonia, and Italy
(within the EU) and Croatia (outside the EU) more than 90 % of
graduates in education and training were women (mainly becoming
teachers). On the other hand, men accounted for more than 80 % of
graduates in engineering, manufacturing and construction in
Germany, Ireland, the Netherlands and Austria (within the EU) and
in Switzerland, the US and Japan (outside the EU).
Department for Education, 2010, The STEM Cohesion Programme:
Final Report, LondonAttitudes towards STEM These statements outline
some current attitudes of a variety of people from society towards
STEM. Pupils Attitudes Towards Experiences of STEMKey findings
summary Over the period of the evaluation, several measures of
pupil attitudes toward STEM showed improvement. These included
enjoyment of science and engineering and intention to study STEM in
the future. A number of measures, such as awareness of careers
related to the STEM subjects, showed no significant changes, while
in the area of aspiring to work in STEM area, pupil aspiration
actually decreased throughout the evaluation period. Interesting
changes observed throughout the evaluation period included the
following: In Year 2 of the survey, a greater proportion of pupils
(78 per cent) reported that they enjoy science. This was a
statistically significant increase on the Year 1 percentage of 68.
By Year 3, this proportion had reduced slightly to 73 per cent,
although this decrease was not statistically significant. Of those
students studying engineering, a significantly greater proportion
reported that they enjoy it in the second and third years of the
evaluation, compared with the first year. Between Years 1 and 2 of
the survey, there were statistically significant increases in the
numbers of pupils reporting that they would like/quite like to
study science (45 per cent to 55 per cent) and mathematics (38 per
cent to 46 per cent) in the future. By Year 3 of the survey, the
proportions of pupils interested in studying science or mathematics
had decreased (to 50 and 40 per cent respectively), although none
of the changes in Year 3 was statistically significant. Students
desire to study science beyond GCSE level is increasing. As in
previous years, a greater proportion of pupils responding to the
Year 3 survey indicated their intention to study science beyond
GCSE-level Students knowledge of STEM jobs increased initially
throughout the evaluation period, before falling slightly during
Year 3. A greater proportion of pupils responding to the Year 2
survey (58 per cent) felt they knew enough or a bit about STEM jobs
than in Year 1. By Year 3, this proportion had reduced again to 53
per cent, although this decrease was not statistically significant.
Although the interest and engagement of young people in STEM is
increasing, by Year 3 of our evaluation, fewer pupils were aspiring
to a STEM career. This would seem to indicate the need for
continued focus on the communication of STEM careers information
and guidance.Data comes primarily from a paper survey completed by
238 pupils aged 14 and 15 years studying STEM subjects in nine
secondary schools (see Appendix 2 for further sample information).
The survey is a repeat of the surveys administered in 2008 (Year 1,
baseline) and in 2009 (Year 2). A different set of Year 10 classes
(from the same schools) completed the survey each year. This has
allowed for identification of statistically significant changes in
attitudes towards, and experiences of, STEM. Where such changes
from the baseline and Year 2 results are found, they are
highlighted in the text, and results from both previous surveys are
included in the tables to aid the comparisons. Keeping with the
format of the teacher survey data, pupil data is presented as valid
percentages as opposed to actual percentages.Enjoyment of
STEMSurvey pupils were asked whether they enjoyed studying the four
individual STEM subjects (Tables 9.1 to 9.4). The majority of
pupils who studied science and technology enjoyed, or quite
enjoyed, the subjects. In relation to science, 73 per cent of
pupils were positive, with 76 per cent of those studying technology
also registering enjoyment of the subject. Looking across the three
years of the survey, the increase from Year 1 to Year 2 in students
reporting that they enjoy science (from 68 per cent to 78 per cent)
was statistically significant at the 5% level, indicating that more
pupils were enjoying science in Year 2 of the survey. By Year 3 of
the survey, the proportion reporting their Pupils attitudes towards
and experiences of STEM 60 enjoyment of science had reduced
slightly from Year 2, but this decrease was not statistically
significant. When compared to science and technology, a lower
proportion of pupils indicate that they enjoy mathematics (59 per
cent). However, engineering was the subject that was enjoyed by the
lowest proportion of pupils. Just over half of pupils (53 per cent)
do not study engineering, but of those who do, as in Year 2 of the
survey, over half in Year 3 indicated that they enjoy, or quite
enjoy, the subject (56 per cent of the 102 studying
engineering).Situational reasons for why participation in STEM
subjects is low These statements outline some situational reasons
for why participation in STEM is currently low.Interest in Studying
STEMPupils were surveyed about their interest in studying STEM
subjects in the future (see Tables 9.11 to 9.14 below), and the
highest level to which they intended to take each subject (see
Table 9.15 below). Pupils were most interested in studying science,
technology and mathematics in the future. Half the pupils (50 per
cent) indicated that they would like, or quite like, to study
science in the future, and slightly lower proportions responded
similarly for technology (41 per cent) and mathematics (40 per
cent). As in previous years, a substantially lower proportion of
pupils (23 per cent) stated that they would like, or quite like, to
study engineering in the future. This may be due to a lack of
awareness around what engineering might actually involve. Comparing
Year 1 and 2 of the survey, there were statistically significant
increases in the numbers of pupils reporting that they would
like/quite like to study science in the future (45 per cent to 55
per cent) and to study mathematics (38 per cent to 46 per cent).
However, in Year 3 of the survey, the proportions of pupils
interested in studying science or mathematics had decreased, whilst
the proportion interested in studying technology in the future had
increased, although none of the changes were statistically
significant. Pupils attitudes towards and experiences of STEM 69 As
in previous years, in Year 3 of the survey, pupils intentions for
future study were closely related to what interested them. The STEM
subjects that the greatest proportion of students intended to study
post-GCSE were science (63 per cent) and mathematics (51 per cent).
A substantially smaller proportion of survey pupils intended to
study technology post-GCSE (25 per cent), and only a minority
intended to study engineering (14 per cent). The subject that the
greatest proportion intended to study at degree level was science
(27 per cent), although this was a slight decrease from Year 2 of
the survey (31 per cent). Substantially smaller proportions
intended to study mathematics (14 per cent), technology (nine per
cent) and engineering (six per cent) at degree level.Focus group
discussions shed light on the reasons young people may be
interested in studying STEM. This included a perception that these
subjects would be more likely to lead to employment, as well as of
their relevance to a broad range of careers (not just those that
are directly linked to STEM), through their contribution to a young
persons portfolio of skills and qualifications. Some individuals
were opting to study maths because they believed it was held in
high regard and demonstrated their intellectual abilities: Science,
maths and technology are subjects you have to concentrate on and
work hard at, so that is good preparation for life outside school,
sort of learning how to learn and to stick at something. Most jobs
now need maths or science and to get GCSE in maths you need to know
a lot of stuff. If you can do it, maths is a really good thing to
do because people think really highly of it. I might do maths A
level because maths is useful for everything
Department for Business Innovation and Skills, 2012, Engaging
the Public in Science and Engineering, Online, Available at
https://www.gov.uk/government/policies/engaging-the-public-in-science-and-engineering--3/supporting-pages/inspiring-students-to-study-science-technology-engineering-and-mathematics,
Accessed 14/10/13The importance of STEM to todays society in
Britain The following bullet points cover why encouraging
participation in STEM is so important to todays society throughout
Britain. The government believes that if we want the UK to remain a
world leader in research and technology we will need a future
generation that is passionate about, and skilled in, science,
technology, engineering and maths (STEM).Results of action
currently taken to improve STEM participation The following
statements from the report outline some of the results which have
arisen from some current measurements taken by successive
governments to address the issue of participation in
STEM.STEMNETThe Science, Technology, Engineering and Mathematics
Network, STEMNET, is a UK-wide organisation set up to inspire young
people to take an interest in science, technology, engineering and
mathematics.Studying STEM subjects helps young people to develop
their creativity, problem-solving and technical skills, and makes
them better able to make informed decisions about STEM
issues.STEMNET runs 3 programmes:STEM ambassadors- 25,000
volunteers who provide a free resource for teachers helping them
deliver the STEM curriculum in fresh and innovative waysSTEM clubs
network- clubs that allow children to explore, investigate and
discover STEM subjects outside of the school timetable and
curriculumschools STEM advisory network- 45 organisations across
the country that offer impartial advice to schools on how they can
help get students into further STEM education, training and
employmentSTEMNET receives funding from the BIS and the Department
for Education.National Science and Engineering CompetitionThe
National Science and Engineering Competition is open to all 11 to
18 year-olds living in the UK and in full-time education. It
rewards students who have achieved excellence in a STEM project.The
aim of the competition is to recognise and reward young peoples
achievements in all areas of STEM and encourage others to become
interested in STEM subjects.The British Science Association
coordinates the competition in partnership with The Big Bang Fair
and Young Engineers.The Big Bang FairThe Big Bang is the largest
celebration of STEM for young people in the UK and is aimed at
showing 7 to 19 year-olds just how many exciting and rewarding
opportunities there are for people interested in STEM
subjects.Department for Business, Innovation and Skills, 2012,
Engaging the Public in Science and Engineering, Online, Available
at
https://www.gov.uk/government/policies/engaging-the-public-in-science-and-engineering--3,
Accessed 14/10/13The importance of STEM to todays society in
Britain The following bullet points cover why encouraging
participation in STEM is so important to todays society throughout
Britain. Science and research are major contributors to the
prosperity of the UK. For our prosperity to continue, the
government believes we need high levels of skills in science,
technology, engineering and maths (STEM), and citizens that value
them.Results of action currently taken to improve STEM
participation The following statements from the report outline some
of the results which have arisen from some current measurements
taken by successive governments to address the issue of
participation in STEM.ActionsTo engage the public in science and
engineering we:hold the British Science Festival and the National
Science and Engineering Week, events that promote science and raise
the publics awareness of science issuesfund the work of 3
independent national academies: the Royal Society, the British
Academy and the Royal Academy of Engineeringmake science and
engineering policy decisions that are informed by monitoring public
opinionpromote science in schools and fund programmes and events
that inspire students to study STEM subjectsBackgroundIn 2008 the
Department for Business, Innovation and Skills (BIS) funded A
Vision for Science and Society - A consultation on Developing a New
Strategy for the UK to find out how we should develop science
skills, improve science communication and build public confidence
in science.The consultation identified five areas for us to
improve:science for all - changing public attitudes on
sciencescience and the media - training the scientific community to
work with the mediascience and learning - inspiring young people to
take an interest in and study STEM subjectsscience and careers -
improving career advice for people wanting to work in
sciencescience and trust - increasing public trust in how science
is doneBased on this consultation we have drafted a set of criteria
on what we should fund, which has been open to the public for
comment. The next step is to develop a new set of science and
society activities ready for the next financial year.Published:12
December 2012Organisation:Department for Business, Innovation &
SkillsMinister:The Rt Hon David Willetts MP
Department for Education, 2008, After-school Science and
Engineering Clubs Evaluation: Final Report, LondonResults of action
currently taken to improve STEM participation The following
statements from the report outline some of the results which have
arisen from some current measurements taken by successive
governments to address the issue of participation in
STEM.FindingsSelection of pupils to join the clubs A large majority
of schools (79%) used the identification of pupils as being gifted
and talented as a recruitment tool, or used open invitation methods
(74%), with most schools using more than one method. Only 29% of
schools used borderline level 6 to 7 (predictions of attainment in
key stage 3 tests) as a criterion. Many club leaders identified
competition from other after school activities, e.g. drama club,
music lessons, after school sports activities, as a barrier to
recruitment. 2Club organisation Most clubs (79%) had a core
membership that attended every session, whilst a few clubs (5%)
invited additional pupils to specific sessions. A small minority
(9%) had different sets of pupils for each activity. In some
schools older pupils were used as mentors. Club activity programmes
were mainly developed by teachers, although in a minority of cases,
pupils' ideas were taken into account. Engagement with other
organisations and support Museums and similar venues were most
popular with clubs in terms of organising visits, with businesses
being the main source of visitors to schools. The motivational
value of events such as competitions was recognised, although in a
minority of schools there was a view that the required time
commitment was problematic. Most rural schools had not recognised
the potential of agriculture and the rural economy as being
suitable examples of STEM (Science, Technology, Engineering and
Mathematics) business. The good practice workshops (organised by
the Science, Technology Engineering and Mathematics Network or
STEMNET) provided the most opportunity for school interaction,
being attended by over 50% of schools but other inter-school links
were scarce. Schools valued the BA (British Association for the
Advancement of Science) and STEMNET web resources available to
support clubs, although a minority of schools were not aware of
their existence. Support, where accessed, from SETPOINTs, and the
role of the STEMNET regional directors, was valued. Pupil views on
club organisation The majority of pupils (80%) thought their club
was well organised and over 90% thought that they did interesting
things in the club, and the majority of pupils' views about their
involvement in their club became more positive the longer they had
been a member. Most pupils thought they had developed their
understanding of what engineers and scientists do (69% and 75%),
although most discussions with pupils during case study visits
revealed a lot of ongoing misconceptions. More pupils thought the
club had helped their understanding of science (64%) and design and
technology (D&T) (49%) than mathematics (40%). Activities and
competitions The most popular activities (all carried out in 50% or
more of schools) were energy and environment, flight and/or
rockets, building (and sometimes racing) cars, robotics and
electronics. Other research evidence1 shows that prevalence of cars
and rockets activities may be counterproductive with girls The
majority (62%) of schools had run between 3 and 6 different club
topics. Almost all schools (98%) had organised some form of
celebration event. 1 Murphey, P and Whitelegg, E., (2006) Girls in
the Physics Classroom Institute of Physics, London 3Impacts on
pupils The vast majority of club leaders and other staff saw
improvements in practical skills, self-confidence and thinking
skills of pupils. A significant majority also noted changing
attitudes to and understanding of science, maths and engineering.
However, when asked about outcomes relating to achievement, a small
majority (e.g. 56% for science) were unsure whether there had been
any change, and a small minority (e.g. 3% for science) disagreed
that pupils were showing improved achievement, whilst 4% of leaders
strongly agreed, and 38% agreed, that pupils were achieving higher
in science. Pupils who participated in the clubs were, perhaps
unsurprisingly, more likely to have positive attitudes to learning
related to science and engineering, compared with the reference
group, and were more likely to have sustained their interest and
enjoyment in science over time. This was particularly true for
girls and Year 8 and 9 pupils. Club members were more likely than
reference group pupils to state they intend to carry on in
education post-16 and go to university. Both club members and the
reference groups showed a marked preference for studying science
post 16 and at university compared with engineering or mathematics.
Very low numbers of girls (club members and reference groups)
intended to study engineering. However, where it was possible to
match pupil responses to the two surveys, the evaluation team found
that club members were more likely to have become more positive
towards studying engineering at university compared with reference
group members, and this was particularly true for girls and Year 9
pupils. The pupil surveys suggest that club members are more
interested in future science and engineering careers compared with
the reference group pupils. Again, girls showed far less interest
in engineering as a career. Girls were more likely to have become
more positive as a result of club membership about wanting to
become a scientist compared with the reference group. Impacts on
club leader and other staff Significant majorities of club leaders
identified new equipment, better understanding of the STEM agenda,
increased STEM profile in school, enhanced collaboration within and
between departments, and between parents and schools, and enhanced
classroom practice as being benefits of club activity. Around half
of other staff involved in the clubs had received training for
their involvement. Involvement in clubs increased other staff
members perceived level of understanding of science and engineering
careers and the STEM agenda, and the majority of respondents
indicated their enthusiasm for STEM subjects had grown through
involvement in their club. There had been a positive impact on
staff-pupil relationships, and over half of the club leader
respondents indicated a positive impact on their classroom practice
and on their subject knowledge. A majority of these respondents
indicated an increase in cooperation within and between
departments. A large minority of staff identified time to prepare
for and to run clubs as the biggest challenge. Other impacts on the
school There had been a rise in the profile of STEM across most
schools. There is some evidence that the impact of clubs beyond
club sessions was linked to the degree of management support.
Office for National Statistics, Historic UK Population Pyramid,
Census Figures 2011, Online, Available at
www.ons.gov.uk/ons/interactive/historic-uk-population-pyramid/index.html,
Accessed 14/10/13The pyramid chart below outlines the UK
population, by age and sex, correct as of the 2011 Census.
*All information obtained from the sources identified throughout
Appendix 1 will be summarised more formally at the beginning of the
project. Appendix 2 Outline of Project Methodology
Appendix 3 Detailed Project Plan and Approach
Appendix 4 Project Gantt Chart
Appendix 5 Outline of Initial Ideas Emerging from Focus Group
ActivityThe images and descriptions of initial ideas shown in this
Appendix have been taken during an idea generation session which
was held with 5 explorer scouts. Their task brief was to model a
gadget which they thought could be used in scouts to help people
engage in STEM and possibly help them explorer science in order to
help them with their school subjects.This is an idea to build an
old-fashioned horse cart. The idea is to build the cart using
simple fastenings and create the electronic circuit using
traditional methods like soldering. This would be customised as it
would be entirely the choice of the user as to the choice of
components used and the layout of the circuit. This element would
give the user good knowledge of electronics. Once that was complete
the kit could be used to tow a trailer etc., through the use of
magnets, thus teaching the user about mechanical and magnetic
forces. This could also form the basis of a competition as the kit
could be customisable in terms of the exterior appearance the speed
etc. achieved through the design of the circuit. This idea was
centred around building an automatic rowing boat. An electronic
circuit would be needed to drive the mechanisms required to make
the boat row autonomously. This would provide the user with a good
knowledge of electronics and mechanics. The boat could then be used
in water to the user would have to think about material and
water-proofing which may be required. This would also provide a
good sense of achievement when they are able to watch the boat
sailing on water in a real-life situation. This is an idea to have
a kit-built monster truck. The kit would have the main basic
components such as the axles, circuitry and a chassis but the rest
of the design would be made by the user, or group of users. This
would then facilitate learning about the electronic circuitry
involved in powering a vehicle, along with the drive components
required. It would also give the user a key role and help sustain
their interest in the project by giving them control over the final
design output. This could then be used in a nation-wide competition
where design and function were judged against other groups of
users.
A self-assembly rocket was another idea presented by the focus
group. The idea centred on the rocket containing individual rooms,
which would require the use of technical building skills and as a
result the user would develop highly refined construction
techniques which would have a practical application in the
real-world. In terms of the electronics incorporated within the
idea, there would be a requirement to produce a large downward
force in order to make the rocket fly, although this would have to
be controlled in some way in order to ensure the kit was re-usable.
The focus group thought this would encourage a lot of interest in
the kit and would generate great excitement when the users were
finally able to see the rocket flying, again adding to a sense of
achievement because the user will have built something which can
fly.
The last idea presented by the focus group was a mechanically
operated flower which would combine using knowledge in the area of
solar power and mechanical drive mechanisms in order to operate the
flower. The idea is that the flower will be bent in two, once the
sun rises it will charge the solar panel, connected to the
electronic circuit, and this in turn will start to operate the
mechanisms which will slowly make the flower rise to its up-right
position. Once in the up-right position a butterfly, situated on
one of the flower petals, will move. The focus group thought this
would help teach young learners about renewable energy, mechanisms
and programming through the need for the flower to complete this
autonomously. They thought it would also be nice decoration once
completed and would not gather dust like much of the kits
commercially available now.
Appendix 6 Outline of Initial Ideas Emerging from Visit to
Glasgow Science Centre
Appendix 7 Outline of Initial Ideas Surrounding Circuit
Construction
Kerrie Noble1