Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22940
Title: The Implications of Science and Mathematics in Australian Classrooms
Contributor(s): Kennedy, John (author)orcid 
Publication Date: 2015
Abstract: There has been significant media coverage of the apparent decline of Year 12 Science and Mathematics enrolments over the last few years, though the evidence presented has often appeared confusing and at times even contradictory. A study commissioned by Australia's Chief Scientist concluded that all the main high school sciences were experiencing continuing and dramatic declines (Goodrum, Druhan, & Abbs, 2011). However, the scale of those reported declines has since been questioned (Ferrari, 2011) leading to confusion over the actual figures. At the senior high school level a number of historic reports (e.g. Ainley, Kos, & Nicholas, 2008; Dekkers & de Laeter, 2001; Hackling, Goodrum, & Rennie, 2001; Hassan & Treagust, 2003) point to either a decline in science education enrolments in Australia or, at best, zero growth over the long term. Studies into the state of mathematics (Barrington, 2006; Mack & Walsh, 2013; Thomson, 2009) have reported similar levels of decline in participation.
Publication Type: Conference Publication
Conference Name: Teachers' Guild of NSW Annual Poster Presentation Lecture Evening (APPLE) 2014, Sydney, Australia, 21st July, 2014
Source of Publication: Proceedings 2013-2014: A bi-annual publication by The Teachers' Guild of New South Wales, p. 59-67
Publisher: Teachers' Guild of NSW
Place of Publication: NSW, Australia
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Category Description: E2 Non-Refereed Scholarly Conference Publication
Other Links: https://issuu.com/teachersguildnsw/docs/proceedings_2013-14_final_-_12_feb_
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