The Enduring Effect of Science Education: graduates’ views on what they learnt

Abstract

Twenty‐four professional scientists were interviewed in order to seek their views on the long‐range effects of their initial training. All had graduated in the biological sciences. The interview recordings were content‐analysed into five categories: cognitive development, attitudes and values, learning experiences, influence of teachers, and the environment of learning. The most significant outcomes identified by the group were: the understanding of basic principles, mastery of techniques, development of higher order intellectual skills, engendering of a deep interest in science and the acquisition of attitudes towards the manner in which scientific work should be conducted. Little mention was made of the gaining of factual knowledge. Both positive and negative influences were attributed to teachers but recollections of staff members did not feature prominently in most of the interviews. Fieldwork was identified as the most valuable type of learning experience encountered. The paper concludes with a discussion of the implications of the findings for science education and argues the need for a substantial reduction in curriculum content in order to create more opportunities for the fostering of skills and attitudes.