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SUMMARY:STeM Seminar: How can we get more students to study STEM subjects 
 after the age of 16? - Professor Michael Reiss – Institute of Education\
 , University College London
DTSTART:20161128T163000Z
DTEND:20161128T180000Z
UID:TALK69061@talks.cam.ac.uk
CONTACT:23801
DESCRIPTION:There is a shortage of studies in mathematics and science educ
 ation that examine student engagement over time and research the reasons f
 or the take up or non take up of mathematics and science once these subjec
 ts become optional. In the UPMAP (Understanding Participation rates in pos
 t-16 Mathematics And Physics) Project we studied these issues with particu
 lar reference to mathematics and physics. Once students are no longer requ
 ired to do certain subjects\, participation depends at least in part on ho
 w students see both themselves and the subjects. Each can shift as a resul
 t of experiences inside and outside the classroom. In Strand 1 we designed
  student questionnaires to include items from established psychological co
 nstructs alongside validated subject-specific conceptual tasks so that pos
 sible relationships between performance\, confidence and intrinsic and ext
 rinsic factors could be explored. A total of approximately 30\,000 questio
 nnaires were returned from 141 schools across the UK. In Strand 2 we worke
 d with 12 of our Strand 1 schools in more depth\, undertaking a total of 2
 54 student interviews. In Strand 3 we interviewed 51 first year undergradu
 ates across four Higher Education Institutions. The overall conclusion of 
 the UPMAP Project is that young people are more likely to continue with ma
 thematics and/or physics after the age of 16: if they have been encouraged
  to do so by a key adult (usually in their family or at their school)\; if
  they believe that they will gain from studying the subject in terms of jo
 b satisfaction and/or material rewards\; if they are can manifest conceptu
 al understanding in the subject(s)\; and if they have been well taught.\n\
 nAbout the speaker: _Michael Reiss is Professor of Science Education at th
 e UCL Institute of Education\, University College London\, Honorary Fellow
  of the British Science Association\, Visiting Professor at the Universiti
 es of Kiel\, Leeds and York and the Royal Veterinary College\, Honorary Fe
 llow of the College of Teachers\, Docent at the University of Helsinki and
  a Fellow of the Academy of Social Sciences. Books of his include: Reiss\,
  M. J. & White\, J. (2013) An Aims-based Curriculum\, IOE Press\; Jones\, 
 A.\, McKim\, A. & Reiss\, M. (Eds) (2010) Ethics in the Science and Techno
 logy Classroom: A New Approach to Teaching and Learning\, Sense\; Jones\, 
 L. & Reiss\, M. J. (Eds) (2007). Teaching about Scientific Origins: Taking
  Account of Creationism\, Peter Lang\; Braund\, M. & Reiss\, M. J. (Eds) (
 2004) Learning Science Outside the Classroom\, RoutledgeFalmer\; Levinson\
 , R. & Reiss\, M. J. (Eds) (2003) Key Issues in Bioethics: A Guide for Tea
 chers\, RoutledgeFalmer\; and Reiss\, M. J. (2000) Understanding Science L
 essons: Five Years of Science Teaching\, Open University Press._\n\n* *All
  very welcome to attend\, however\, there is no parking available at the F
 aculty. Please contact JS440 if you need directions or any additional info
 rmation.*
LOCATION: Donald McIntyre Building\, Faculty of Education\, 184 Hills Road
  | ROOM GS1
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