The Implications of Science and Mathematics in Australian Classrooms

Title
The Implications of Science and Mathematics in Australian Classrooms
Publication Date
2015
Author(s)
Kennedy, John
( author )
OrcID: https://orcid.org/0000-0002-8126-7086
Email: jkenne41@une.edu.au
UNE Id une-id:jkenne41
Editor
Editor(s): Leanne Claringbold
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
Teachers' Guild of NSW
Place of publication
Moorebank, Australia
UNE publication id
une:23124
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.
Link
Citation
Proceedings 2013-2014: A bi-annual publication by The Teachers' Guild of New South Wales, p. 59-67
Start page
59
End page
67

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