Science Teaching and Learning Activities and Students' Engagement in Science

Abstract

The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International Student Assessment 2006 study. The analysis employs a quantitative approach that includes descriptive and inferential statistics to examine three measures of student engagement for a nationally representative sample of approximately 12,000 15-year-old students in the UK. The main results indicate that there is an association between students' motivation towards science, enjoyment of science and future orientation towards science, and the frequency in which various teaching and learning activities take place in the classroom. Understanding student engagement in science and the factors that influence it is essential in addressing the issue of uptake of science after compulsory schooling.

Keywords:

• Engagement
• Teaching and Learning Activities
• PISA

Notes

It should be noted that there is some evidence in the USA to suggest that the STEM shortage is overstated (e.g. Butz et al., 2003).

KS 3 is years 7, 8, and 9 of pupils schooling in England and Wales. Pupils in these 3 years usually range in age between 11 and 14 years. GCSEs are an academic subject qualification in England and Wales. Pupils are usually aged between 14 and 16 years when they take the examination.

The Advanced Level General Certificate of Education (more commonly referred to as the A-level). The A-level is made up of AS level and A2 level. A-levels typically take 2 years and students at the end of the first year (AS level year) have essentially two options. They can take the AS level as their final qualification or they can continue in to a second year of study (A2) and complete the full A-level qualification.

Instrumental motivation in this context refers to a student being encouraged to learn science because of external benefits such as achieving a good job in a science-related area (i.e. becoming a medical doctor).

It should be noted that all analyses were conducted by the authors using the PISA 2006 student and school databases.