Growing Tall Poppies Science Partnership Program Supported by

Growing Tall Poppies Science Partnership Program Supported by Australian Government AMSPP Dr Eroia Barone-Nugent University of Melbourne www. growingtallpoppies. com

The Goal Increase Participation in Physics to Year 12

A B C D

Teaching Science, 60 (2) pp 34 -46; Kennedy, Lyons & Quinn Trends in Physics enrolments It is apparent from B that proportion of Year 12 students studying physics has steadily declined each year from 21% in 1992 to 14% in 2012. A change of -7 percentage points compared with the 1992 levels of participation and -2 percentage points when compared to 2002; i. e. a percentage change of -33% compared to 1992 or -12% compared to 2002. In same period, the number of students enrolled in Physics courses declined from 39, 000 in 1992 to 31, 000 in 1996. This level of enrolment remained stable until 2004, but then fell by a further 2000 students over two years. Since 2000 Physics enrolments have been slowly growing but only to 30, 877. In relative terms, the present number of enrolments represents 76% of the 1992 numbers. Figure D shows Physics has the largest proportion of male students and that this proportion has become steadily larger. In 2012, the sex ratio was 0. 25 which is about three males to every female. NB Over the period the total enrolments have been steady, and the number of girls have been slightly higher. In Comparison: Trends in Chemistry enrolments Participation rates for Chemistry have been in general decline from a high of 23% in 1992 to 18% in 2012. There was a short lived recovery in participation rates between 2002 and 2005 and the steady decline has continued. This is a decline of -5 percentage points on 1992 levels or an increase of +1 percentage point when compared with 2002; i. e. a percentage change of -22% compared to 1992 or +2% when compared with 2002. Figure C shows that absolute enrolments in Chemistry declined steadily by 10, 000 students over the period 1992 to 2002 from an initial level of 43, 000. Since 2002 there has been a rise and reached in 2012 39, 187 students. The present enrolments account for 90% of the 1992 numbers or a 17% gain on the 2002 figures. Chemistry shows fairly good balance between the sexes with ratio relatively stable about 0. 49 since 1995. This is about 26 males to every 25 females. Biology has also had decrease from 35% to 25% but girls have consistently remained most popular for girls with about 9 females enrolled to every 5 males. http: //eprints. qut. edu. au/73153/1/Continuing_decline_of_science_proof. pdf

Why more girls in physics? • Equity of opportunity • Tapping human resource for economic growth (allay the pipeline) • Physics is an enabling and transformative science supporting growth of STEM areas, biology, medicine, social • Aspire to be innovative country • Increase scientific literacy & awareness

Why girls don’t choose physics! • • • Teacher quality/capacity Content delivery Stereotypes of physicists/associated Not required as prerequisite Lack of perceived need for educational or career pursuits Parent & Career Councillor advice Lack of interest as little humanistic connection Lack of own perceived ability-physics-too hard Perceived as highly mathematical and requiring high maths ability Seen as compromising or not optimising ATAR

Teacher quality/capacity Research: Murphy & Whiteleg; Pino & Couso; Daly et al. , 2006, 2007, 2009 Content Stereotypes Lack of perceived need for educational or career pursuits To connect with physics girls need 1. Parent & Career Councillor advice Not required as prerequisite 2. Lack of interest as little humanistic connection –interest 3. Lack of own perceived ability (too hard) Perceived as highly mathematical and requiring high maths ability Seen as compromising or not optimising ATAR a. b. Self efficacy –social cognitive theory (how do girls come to decide that they can succeed in physics) [The self-efficacy literature links student science self -efficacy to persistence in science study and career choices in science] Self concept – Physics Identity - able to identify with physics gives a sense of belonging) Social constructivist theory suggests 2 aspects which are important for girls to connect with physics Social context of content learning – perceived relevance or authenticity of what they learn – girls need social relatedness Social context of the subject i. e. the people associated with it [girls placed a high value on references to society and social involvement when learning physics]

• Stereotypes 3 • Lack of perceived need for educational or career pursuits 1, 2, 3 b • Lack of interest as little humanistic connection – interest 3 a • Lack of own perceived ability (too hard) 1, 3 b • Perceived as highly mathematical and requiring high maths ability 1 Research: Murphy & Whiteleg; Pino & Couso; Daly et al. , 2006, 2007, 2009 To connect with physics girls need 1. 2. 3. a. b. Self efficacy –social cognitive theory (how do girls come to decide that they can succeed in physics) [The self-efficacy literature links student science self -efficacy to persistence in science study and career choices in science] Self concept – Physics Identity - able to identify with physics gives a sense of belonging) Social constructivist theory suggests 2 aspects which are important for girls to connect with physics Social context of content learning – perceived relevance or authenticity of what they learn – girls need social relatedness Social context of the subject i. e. the people associated with it [girls placed a high value on references to society and social involvement when learning physics]

Social Cognitive Theory: holds that portions of an individual's knowledge acquisition is directly related to observing others within the context of social interactions, experiences, and outside media/other influences. Stereotypes of physicists needs to be addressed in the social context of authentic experiences. Constructivist Theory: meaning is made by individuals and depends on the individual’s current knowledge schemes. Learning occurs when those schemes are changed by the resolution of disequilibrium. Such resolution requires internal mental activity and results in development of new knowledge scheme. Mental activity/disequilibrium can be triggered by authentic experiences - if we want to see a change in knowledge schemes that have so many confounding aspects to it! Self-efficacy Theory: is the belief in one's ability to succeed in specific situations. It plays a major role in how one approaches goals, such as subject choice and career aspirations. The theory of self-efficacy lies at the center of social cognitive theory, which emphasizes the role of observational learning and social experience in the development of personality. Self-efficacy is developed from external experiences and self-perception and is influential in determining the outcome of many events. Self-efficacy represents the personal perception of external social factors. Increasing the belief for girls that they can be successful at physics, and belong to the social group of physicists/other physical sciences through meaningful experience. http: //en. wikipedia. org/wiki/Self-efficacy#Social_learning_theory

1. Immersion Science Experience programs for years 10 and 11 students in Victoria and interstate 2. Annual Alumni Conference for students, teachers and scientists 3. Science Excursion Learning modules for school implementation to connect students with the science community - suitable for all year levels 4. Junior Tall Poppies & Teacher Tall Poppies Annual Awards program to develop student and teacher leaders to implement the GTP pedagogy in their school

Immersion Science Experience programs for years 10 and 11 • Science Group Host Groups of Students (6 -8 preferably from one school), duration 2 – 5 days • Project brief is designed by teacher and scientist i. iii. iv. v. viii. Current research • Itinerary of activities relating to each point planned Connected to real world application/s Interdisciplinary approach of science Physics role in creating transformation in understanding Career connections, personal stories from scientist-mentors Undo Stereotypes Other links: maths, IT, self-efficacy, ethics, critical thinking Student presentation and self/group reflection about changes in understanding

Immersion Science Experience programs for years 10 and 11 • Science Group Host Groups of Students (6 -8 preferably Science Outreach & from one school), duration 2 – 5 days Communication is important outcome • Project brief is designed by teacher and scientist i. iii. Scientist Self/groupiv. Reflectionv. viii. • Current research Important contribution to profession & enhances Interdisciplinary approach of science meaningful Physics role in creating transformation in understanding communication skills at appropriate level Connected to real world application/s Career connections, personal stories from scientist-mentors Undo Stereotypes Other links: maths, IT, self-efficacy, ethics, critical thinking Student presentation and self/group reflection about changes in understanding Itinerary of activities relating to each point planned