Brian E. Woolnough

Factors affecting students' choice of science and engineering

This paper reports research which investigated the factors which affect a students decision to choose a higher education (HE) course in one of the physical sciences or engineering. It is based on a questionnaire survey answered by 1180 18‐year‐old students. It investigated differences between the scientists and the non‐scientists in terms of the preferred science learning activities (both in‐class and extra‐curricular), the factors they found encouraging and discouraging and their personality traits. It also noted different patterns between the pure scientists and the engineers, and between the different types of scientists. Significant differences were found for the timing and reasons for choice, for preferred teaching styles and for group factors which influenced students positively. The significance of home background and personality type is also demonstrated. The importance of both in‐class and extracurricular activities is clearly shown.

Why students choose physics, or reject it

In many countries there is a decline in the number of students wishing to continue with physics. This article brings together the relevant findings of two recent research projects and considers the effect of changes in the school curriculum.

Factors Affecting Student Choice of Career in Science and Engineering: Parallel Studies in Australia, Canada, China, England, Japan and Portugal.

Abstract This paper describes parallel studies carried out in six countries which investigated the factors which influence school students towards careers and higher educational studies in the physical sciences or technology. The studies consisted of a common questionnaire survey, supplemented by student interviews. It reveals differences between scientists and non scientists in regard to their preferred learning styles, to the broad factors which were influential in their career choice and to their self perception against different personality types. Many factors are common across a wide range of countries. Implications of these findings for schools, higher education and government are discussed.

Practical Work in 11‐13 Science: the context, type and aims of current practice

Abstract It is common experience that a very large amount of science teaching for 11‐13‐year‐olds in the schools of England and Wales is practically based, but little work seems to have been done to investigate it more fully — to analyse the amount, the type and the aims of practical work which science teachers have. This article describes the findings of some research done in 1978 and 79 to study the amount and type of science being taught to the 11‐13‐year‐olds and the aims that their teachers had for doing practical work in it. The results are discussed, and the changes of science teachers aims to practical work since 1962 are considered.

Factors Affecting Pupil Uptake of Technology at 14

Abstract The paper is concerned with investigating some of the factors which may influence pupils to opt, or not opt, for OL/CSE technology. An open‐ended questionnaire was given to 369 more able fourth year pupils, in four comprehensive schools. They were asked why they did, or did not, opt for technology, what factors influenced their decision, and how they viewed technology in relation to ‘pure’ science and craft and technical subjects. The majority of pupils felt uninfluenced in this option decision, but the most common influences cited were parents and career interests. Proportionately more of those who opted for technology appeared to have an understanding of the substance of a technology course and to enjoy the technological process compared with non‐opters. A disturbing number of non‐opters would have liked to study technology given a completely free choice. A substantial number of non‐opters, particularly girls, who might realistically have chosen technology had they wished to, indicated ignoranc...

Factors affecting student career choice in science: An Australian study of rural and urban schools

In 1990/91, a research study was undertaken in England on the Factors Affecting Schools’ Success in Producing Engineers and Scientists (FASSIPES). This study was conducted by Brian Woolnough at the Oxford University Department of Educational Studies, in conjunction with the Institute of Physics and the Institution of Electrical Engineers and National Power (Woolnough, 1991, 1994; Woolnough et al., 1997). Principally, Woolnough attempted to ascertain why young people chose to pursue a career in the physical sciences and engineering. In addition, characteristics of schools which appeared to influence students to pursue a study of science were investigated. A number of countries have since replicated this study as an international research cooperative and the National Key Centre for School Science and Mathematics, Curtin University of Technology, Perth, Western Australia participated on behalf of Australia. Currently, the following countries have contributed to FASSIPES International in addition to England and Australia: Canada, China, Japan and Portugal.

The relationship of technology to science in English schools

In this paper we will be considering the changing place of technology in English schools with particular reference to the relationship between science and technology in the curriculum.

Science Process Skills: are they generalisable?

Abstract This paper discusses the conditions favouring transfer of laboratory‐based science process skills. It examines the generalisability or otherwise of these skills for students carrying out whole investigations, using a sample of 135 eighth graders in Singapore. The evidence for generalisability across different investigations is elicited in three ways: (1) pair‐wise comparison of performance across different investigations for each science process skill, using Pearsons tetrachoric correlations as the case may be; (2) agreement in ranking of performance across investigations for each of the science process skilb, using Kendalls Coefficient of Concordance, W; (3) group mean comparison across investigations for each of the science process skilb, using t‐tests.

Assessing, through reporting, the outcomes of scientific investigations

Summary The problem of practical coursework assessment and, in particular, that of whole investigations has been the subject of wide concern, particularly in the UK with the introduction of GCSE Of prime concern is the obtaining of a valid measure of the outcomes of investigative tasks without the need to resort to individual observations by the class teacher. The findings of this study in Singapore suggest that this is possible by using a certain type of written report produced by the student after doing the investigation. The problem entails keeping a balance between going for an open‐ended (uncued) form of reporting by the students and a specifically cued reporting style. The former does not provide any hint as to what is expected of the student, while the latter delves into each fine point expected from the conduct of a specific investigation. The study found a broad‐cued reporting style that depended upon the stages of progress through an investigative task to be the most reliable and valid measure o...

But how do we Know we are Making a Difference? Issues relating to the evaluation of Christian development work

There has, over the last few decades, been a considerable growth in the development ‘business’ where, largely western, donors have sought to help the poorer nations develop. Much of this growth has been driven by Christian motivation. Increasingly such projects are being held accountable to try to ensure that the money and the effort being spent are being well spent. The question that is being asked of, and by, development workers is ‘how do we know that we are making a difference?’ and a range of practices have been developed to assess, to measure, to evaluate such effects. Terms like impact assessment, objectives, log-frames, objective verifiable indicators, baselines, clients, have become part of the language. In this paper the author raises various fundamental questions about this practice of evaluating development projects, and in so doing challenges the suitability of some of the current practices for development work.