A qualified science teacher. Research in STEM engagement, STEM education and outreach and transferable skill development in secondary school education. PhD in physics graduate employment. Non-affiliated.
This abstract aims to provide a brief outline of my research thesis and my
findings. My research... more This abstract aims to provide a brief outline of my research thesis and my findings. My research was instigated following a review of a much publicised, global crises in science, technology, engineering and mathematics (STEM) graduates. STEM subjects are considered to be of strategic importance and so a perceived decline causes significant upheaval in both industry and political circles. As a science teacher, I was concerned that secondary science education was having little impact on the declining numbers of physics graduates. This led me to question whether there were events happening further down the educational pathway that may be significant factors in graduate career decisions. This thesis explores the field of influences on the occupational trajectories of physics graduates in the United Kingdom. My research examines the assumptions by government and policy makers that school education holds the key to providing more physicists available for employment in physics-related occupations. The research analyses qualitative data from current and recently graduated physics students as a method of exploring the field of influences on decisions to take physics, and how their experiences influence their identity as a scientist. My hypothesis tests these assumptions by examining the significant events, or critical incidents, during the educational experience on a physics degree. The research design is a case study of the physics departments of two UK institutions. A series of interviews provides insight into the educational journeys of the students and the consequent analysis identifies emergent themes. These themes include how the influences of school education and social and individual expectations engage those enrolling on a physics degree. Further analysis explores how events occurring on the degree courses may influence occupational trajectories. My findings identify attitudes to laboratory work and institutional feedback as significant influences to this sample of individuals during their degree experience. This work has implications for highlighting the significance of laboratory work in future science education policies, as well as contributing to the extant research on STEM education.
This study formed the preliminary literature review for my doctoral thesis. It aims to critically... more This study formed the preliminary literature review for my doctoral thesis. It aims to critically examine how science education may be leading to unrealistic expectations by students which lead to them withdrawing from a future in science after higher level studies. I will use theoretical arguments that examine how the creation of scientific knowledge through history has influenced our ideas of what science is in modern society. Using theories of power and how they are related to scientific knowledge, I will be examining how education reinforces the power of science, whilst simultaneously, and possibly contradictorily, tries to give all individuals an equal opportunity for scientific literacy. I contend that there is a mismatch in how science is portrayed in secondary school education compared to the science practiced in the real world. The changes in the school science curricula are analysed to explore the power struggle between an authentic experience of science and the political aims in science education. In doing this I hope to identify potential areas for a more in-depth study of how education may be creating an illusion of the science professions which is resulting in a struggle for to retain scientists after graduation.
This project looks at science teachers and what factors have led them into a teaching career as o... more This project looks at science teachers and what factors have led them into a teaching career as opposed to professional science or science-research careers. As a practicing science teacher, I am also interested in whether the role of educationalists has an important influence on student career path, or whether other factors such as family, salary or social factors, are more influential. Following a focus group discussion with science graduates within a local secondary school, three teachers were interviewed in depth for their experiences and memories of their journey through education. The interviews were qualitatively analysed and are presented as three interpretations of a journey from secondary school to current science teaching career.
A conference talk given to school leaders on the importance of transferable and employability ski... more A conference talk given to school leaders on the importance of transferable and employability skills for future career, and the important role that schools can play in preparing students for working life. The evidence for skills development in education is examined through non specific subject examples of teaching activities and school-industry collaborative projects. Highlights the importance of raising teacher awareness of the significant role they play in transferable skill development.
The purpose of this thesis is to explore the field of influences on the occupational trajectories... more The purpose of this thesis is to explore the field of influences on the occupational trajectories of physics graduates in the United Kingdom. My research examines the assumptions by government and policy makers that school education holds the key to providing more physicists available for employment in physics-related occupations. The research analyses qualitative data from current and recently graduated students to explore the field of influences on their decisions to take physics, and how these experiences influence their identity as a scientist. My hypothesis tests these assumptions by examining the significant events, or critical incidents, during the educational experience on a physics degree. The research design is a case study of the physics departments of two UK institutions. A series of interviews provides insight into the educational journeys of current and recently graduated physics students and the consequent analysis identifies emergent themes. These themes include how ...
This abstract aims to provide a brief outline of my research thesis and my
findings. My research... more This abstract aims to provide a brief outline of my research thesis and my findings. My research was instigated following a review of a much publicised, global crises in science, technology, engineering and mathematics (STEM) graduates. STEM subjects are considered to be of strategic importance and so a perceived decline causes significant upheaval in both industry and political circles. As a science teacher, I was concerned that secondary science education was having little impact on the declining numbers of physics graduates. This led me to question whether there were events happening further down the educational pathway that may be significant factors in graduate career decisions. This thesis explores the field of influences on the occupational trajectories of physics graduates in the United Kingdom. My research examines the assumptions by government and policy makers that school education holds the key to providing more physicists available for employment in physics-related occupations. The research analyses qualitative data from current and recently graduated physics students as a method of exploring the field of influences on decisions to take physics, and how their experiences influence their identity as a scientist. My hypothesis tests these assumptions by examining the significant events, or critical incidents, during the educational experience on a physics degree. The research design is a case study of the physics departments of two UK institutions. A series of interviews provides insight into the educational journeys of the students and the consequent analysis identifies emergent themes. These themes include how the influences of school education and social and individual expectations engage those enrolling on a physics degree. Further analysis explores how events occurring on the degree courses may influence occupational trajectories. My findings identify attitudes to laboratory work and institutional feedback as significant influences to this sample of individuals during their degree experience. This work has implications for highlighting the significance of laboratory work in future science education policies, as well as contributing to the extant research on STEM education.
This study formed the preliminary literature review for my doctoral thesis. It aims to critically... more This study formed the preliminary literature review for my doctoral thesis. It aims to critically examine how science education may be leading to unrealistic expectations by students which lead to them withdrawing from a future in science after higher level studies. I will use theoretical arguments that examine how the creation of scientific knowledge through history has influenced our ideas of what science is in modern society. Using theories of power and how they are related to scientific knowledge, I will be examining how education reinforces the power of science, whilst simultaneously, and possibly contradictorily, tries to give all individuals an equal opportunity for scientific literacy. I contend that there is a mismatch in how science is portrayed in secondary school education compared to the science practiced in the real world. The changes in the school science curricula are analysed to explore the power struggle between an authentic experience of science and the political aims in science education. In doing this I hope to identify potential areas for a more in-depth study of how education may be creating an illusion of the science professions which is resulting in a struggle for to retain scientists after graduation.
This project looks at science teachers and what factors have led them into a teaching career as o... more This project looks at science teachers and what factors have led them into a teaching career as opposed to professional science or science-research careers. As a practicing science teacher, I am also interested in whether the role of educationalists has an important influence on student career path, or whether other factors such as family, salary or social factors, are more influential. Following a focus group discussion with science graduates within a local secondary school, three teachers were interviewed in depth for their experiences and memories of their journey through education. The interviews were qualitatively analysed and are presented as three interpretations of a journey from secondary school to current science teaching career.
A conference talk given to school leaders on the importance of transferable and employability ski... more A conference talk given to school leaders on the importance of transferable and employability skills for future career, and the important role that schools can play in preparing students for working life. The evidence for skills development in education is examined through non specific subject examples of teaching activities and school-industry collaborative projects. Highlights the importance of raising teacher awareness of the significant role they play in transferable skill development.
The purpose of this thesis is to explore the field of influences on the occupational trajectories... more The purpose of this thesis is to explore the field of influences on the occupational trajectories of physics graduates in the United Kingdom. My research examines the assumptions by government and policy makers that school education holds the key to providing more physicists available for employment in physics-related occupations. The research analyses qualitative data from current and recently graduated students to explore the field of influences on their decisions to take physics, and how these experiences influence their identity as a scientist. My hypothesis tests these assumptions by examining the significant events, or critical incidents, during the educational experience on a physics degree. The research design is a case study of the physics departments of two UK institutions. A series of interviews provides insight into the educational journeys of current and recently graduated physics students and the consequent analysis identifies emergent themes. These themes include how ...
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findings. My research was instigated following a review of a much publicised, global
crises in science, technology, engineering and mathematics (STEM) graduates. STEM
subjects are considered to be of strategic importance and so a perceived decline causes
significant upheaval in both industry and political circles. As a science teacher, I was
concerned that secondary science education was having little impact on the declining
numbers of physics graduates. This led me to question whether there were events
happening further down the educational pathway that may be significant factors in
graduate career decisions.
This thesis explores the field of influences on the occupational trajectories of
physics graduates in the United Kingdom. My research examines the assumptions by
government and policy makers that school education holds the key to providing more
physicists available for employment in physics-related occupations. The research
analyses qualitative data from current and recently graduated physics students as a
method of exploring the field of influences on decisions to take physics, and how their
experiences influence their identity as a scientist. My hypothesis tests these
assumptions by examining the significant events, or critical incidents, during the
educational experience on a physics degree.
The research design is a case study of the physics departments of two UK
institutions. A series of interviews provides insight into the educational journeys of the
students and the consequent analysis identifies emergent themes. These themes
include how the influences of school education and social and individual expectations
engage those enrolling on a physics degree. Further analysis explores how events
occurring on the degree courses may influence occupational trajectories. My findings
identify attitudes to laboratory work and institutional feedback as significant influences
to this sample of individuals during their degree experience. This work has implications
for highlighting the significance of laboratory work in future science education policies,
as well as contributing to the extant research on STEM education.
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findings. My research was instigated following a review of a much publicised, global
crises in science, technology, engineering and mathematics (STEM) graduates. STEM
subjects are considered to be of strategic importance and so a perceived decline causes
significant upheaval in both industry and political circles. As a science teacher, I was
concerned that secondary science education was having little impact on the declining
numbers of physics graduates. This led me to question whether there were events
happening further down the educational pathway that may be significant factors in
graduate career decisions.
This thesis explores the field of influences on the occupational trajectories of
physics graduates in the United Kingdom. My research examines the assumptions by
government and policy makers that school education holds the key to providing more
physicists available for employment in physics-related occupations. The research
analyses qualitative data from current and recently graduated physics students as a
method of exploring the field of influences on decisions to take physics, and how their
experiences influence their identity as a scientist. My hypothesis tests these
assumptions by examining the significant events, or critical incidents, during the
educational experience on a physics degree.
The research design is a case study of the physics departments of two UK
institutions. A series of interviews provides insight into the educational journeys of the
students and the consequent analysis identifies emergent themes. These themes
include how the influences of school education and social and individual expectations
engage those enrolling on a physics degree. Further analysis explores how events
occurring on the degree courses may influence occupational trajectories. My findings
identify attitudes to laboratory work and institutional feedback as significant influences
to this sample of individuals during their degree experience. This work has implications
for highlighting the significance of laboratory work in future science education policies,
as well as contributing to the extant research on STEM education.