School Effectiveness for Different Types of Potential Scientists and Engineers

Abstract

Students in schools are often classified as ‘scientists’ (or ‘non‐scientists') and some schools are described generally as ‘being good at teaching science’. The research described in this paper raises the question about whether it is appropriate to describe students in such general terms, or whether different types of scientists react differently. Some 1210 sixth‐formers were surveyed, and a comparison made between the responses of the 268 who are going on to higher education to become biobgists, chemists, engineers or physicists. Using Likert scales, factor analysis and one‐way tests for significant differences, students’ responses were analysed concerning their reaction to different types of student activity in school science, those factors which encouraged or discouraged them towards careers in science or engineering, and their self‐perception on personality traits. The analysis showed that there were indeed differences in each of these dimensions, depending on whether they were potential biobgists, chemists, engineers or physicists.