1,721,258 research outputs found
Teachers' motivations for working in rural schools
No full textThis paper reports on the analysis of qualitative and quantitative data concerning Australian teachers’ motivations for taking up, remaining in, or leaving teaching positions in rural and regional schools. The data were collected from teachers (n = 2940) as part of the SiMERR National Survey, though the results of the qualitative data analysis were not published with the survey report in 2006. The teachers’ comments provide additional insight into their career decisions, complementing the quantitative findings. Content and frequency analyses of the teachers’ comments reveal individual and collective priorities which together with the statistical evidence can be used to inform policies aimed at addressing the staffing needs of rural schools
Gender differences in Australian students' relationships with school science
No full textThis paper explores issues of gender in Year 10 Australian students‘ experiences of science at school, their self-reported ability in science and their perceptions of science as a subject choice for senior secondary school. A sample of 3759 Year 10 students from across Australia responded to Likert-style questions related to these issues, with findings showing gender differences in perceptions of science, self-rated ability, and reasons for choosing not to study further science. Moreover, interesting contrasts were revealed in patterns of difference of self-rated ability for boys and girls across single-sex and co-educational schools
Rural high school students' attitudes towards school science
No full textThis paper reports findings from an Australian survey of Year 10 students (N=3759) indicating that those in small rural and remote areas tend to enjoy school science significantly less than their peers in larger towns and cities (Lyons & Quinn, 2010). The study also found that rural and remote students were less inclined than those in other locations to enjoy science relative to other subjects. Such a result has not previously been recorded in the science education literature and raises a number of questions about the relevance and quality of the science education experienced by rural and remote students. It also raises timely questions about the applicability to rural and remote students of an Australian Science Curriculum. The paper explores these issues and their implications for policy and research
Different countries, same science classes: Students’ experiences of school science in their own words
No full textThis paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes revolve around the transmissive pedagogy, decontextualized content, and unnecessary difficulty of school science commonly reported by students in the studies. Their collective experiences are used as a framework for examining student conceptions of, and attitudes to, school science more generally, drawing on an extensive range of international literature. The paper argues that the experiences of students in the three studies provide important insights into the widespread declines in interest and enrolments in high school and university science courses
Project risk management in the Queensland engineering construction industry : a survey
No full textThis paper provides the results of a survey of senior management involved in the Queensland engineering construction industry, concerning the usage of risk management techniques. These are described in comparison with four earlier surveys conducted around the world and indicate that: the use of risk management is moderate to high, with very little differences between the types, sizes and risk tolerance of the organisations, and experience and risk tolerance of the individual respondents; risk management usage in the execution and planning stages of the project life cycle is higher than in the conceptual or termination phases; risk identification and risk assessment are the most often used risk management elements ahead of risk response and risk documentation; brainstorming is the most common risk identification technique used; qualitative methods of risk assessment are used most frequently; risk reduction is the most frequently used risk response method, with the use of contingencies and contractual transfer preferred over insurance; and project teams are the most frequent group used for risk analysis, ahead of in-house specialists and consultants
How relevant are science curricula for rural and remote students?
No full textThis paper reports findings from the Choosing Science study (Lyons & Quinn, 2010) indicating that Australian Year 10 students in small rural or remote areas tend to regard their science lessons as less relevant than do students in larger towns and cities. Specifically, those in small rural or remote schools were significantly more inclined than their city peers to disagree that what they learned in science classes 'helped them make sense of the world'. They were also significantly more likely to strongly agree that they found science lessons boring, and to strongly disagree that science was one of the most interesting subjects. Potential explanations discussed include a mismatch between science curriculum content and the everyday experiences of students in these regions, the relative shortage of experienced specialist science teachers in rural or remote areas and a lack of opportunities to demonstrate the relevance of school science, among others. The paper considers the implications of these findings in relation to the Australian Science Curriculum and whether it is likely to better address the needs of rural and remote students
An introduction to science education in rural Australia
No full textHere's a challenge. Try searching Google for the phrase 'rural science teachers' in Australian web content. Surprisingly, my attempts returned only two hits, neither of which actually referred to Australian teachers. Searches for 'rural science education' fare little better. On this evidence one could be forgiven for wondering whether the concept of a rural science teacher actually exists in the Australian consciousness.\ud
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OK, so Google is not (yet) the arbiter of our conceptions, and to be fair, there aren't many hits for 'urban science teacher' either. The point I'm making is that in Australia we don't tend to conceptualise science teachers or science education as rural or urban. As a profession we are quite mobile, and throughout our careers many of us have worked in both city and country schools. But that's not to say that rural science teaching isn't conceptually or practically different to teaching in the city
Teacher quality in upper secondary science education in Australia
No full textScience education has been the subject of increasing public interest over the last few years. While a good part of this attention has been due to the fundamental reshaping of school curricula and teacher professional standards currently underway, there has been a heightened level of critical media commentary about the state of science education in schools and science teacher education in universities. In some cases, the commentary has been informed by sound evidence and balanced perspectives. More recently, however, a greater degree of ignorance and misrepresentation has crept into the discourse. This chapter provides background on the history and status of science teacher education in Australia, along with insights into recent developments and challenges
Choosing physical science courses: The importance of cultural and social capital in the enrolment decisions of high achieving students
No full textThis paper reports and discusses findings from a recent study which\ud
explored the science enrolment decisions of high achieving, or ‘science\ud
proficient’ secondary level students in Australia (Lyons 2003). The research\ud
was prompted by the increasing reluctance of such students to enrol in postcompulsory\ud
science courses, particularly in physics and chemistry.\ud
The study investigated the influences on students’ deliberations about taking\ud
a range of science courses. However, this report confines itself to decisions\ud
about enrolling in the physical sciences. The paper summarises the students’\ud
experiences and conceptions of school science, as well as the characteristics\ud
of their ‘family worlds’ found to be influential in their decisions1. The paper\ud
discusses the important roles of cultural and social capital in these decisions,\ud
and concludes that enrolment in physical science courses was associated\ud
with congruence between the students’ conceptions of school science, and\ud
characteristics of their family backgrounds
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