The enrolment information in the media release came from the Department of Education, Employment and Workplace Relations (DEEWR). DEEWR has subsequently changed their information and the report has been updated accordingly.
The number of Australians studying science in years 11 and 12 has fallen significantly since the 1990s and is continuing to drop, a new report from the Australian Academy of Science shows.
Released today, The Status and Quality of Year 11 and 12 Science in Australian Schools found that since 1991 the percentage of year 11 and 12 students enrolled in science subjects has fallen dramatically, from 94.1 per cent to just 51.42 per cent in 2010.
Lead author of the study, Professor Denis Goodrum of the Australian Academy of Science, said he was surprised by the extent of the fall.
“The overall drop in science study as a whole is quite staggering,” he said.
“What’s more, the downward trend appears likely to continue. While the decrease is slowing, there is no indication that enrolments have reached the lowest point.
“For a country that believes its future prosperity depends on innovation and a skilled workforce, this situation needs to be addressed.”
Commissioned by Australia’s Chief Scientist, Professor Ian Chubb, the study also highlighted the decline in Australian students’ science and maths literacy, when compared internationally.
“In 2000, two countries performed better than Australia, but in 2009 this number had risen to six. It is disturbing that while other countries are improving their science achievement scores, Australia’s scores remain static or have fallen,” Professor Goodrum said.
The study authors also interviewed and surveyed students, teachers and community members to determine attitudes towards science and science education.
“Almost one-third of non-science students agree that science is important to Australia’s future but few see science as relevant in their own everyday lives,” Professor Goodrum said.
“The belief that students only take science subjects in preparation for university has resulted in an overcrowded curriculum. This encourages science to be taught in a traditional way which assumes that students know little and the role of the teacher is to fill their heads with new facts and knowledge.
“Both students and teachers find this mode of teaching boring and uninspiring.”
Recommendations from the report include:
© 2024 Australian Academy of Science
