Tag Archives: Louise Archer

Dear Science Minister Kirsty Duncan and Science, Innovation and Economic Development Minister Navdeep Bains: a Happy Canada Day! open letter

Dear Minister of Science Kirsty Duncan and Minister of Science, Innovation and Economic Development Navdeep Bains,

Thank you both. It’s been heartening to note some of the moves you’ve made since entering office. Taking the muzzles off Environment Canada and Natural Resources Canada scientists was a big relief and it was wonderful to hear that the mandatory longform census was reinstated along with the Experimental Lakes Area programme. (Btw, I can’t be the only one who’s looking forward to hearing the news once Canada’s Chief Science Officer is appointed. In the fall, eh?)

Changing the National Science and Technology week by giving it a news name “Science Odyssey” and rescheduling it from the fall to the spring seems to have revitalized the effort. Then, there was the news about a review focused on fundamental science (see my June 16, 2016 post). It seems as if the floodgates have opened or at least communication about what’s going on has become much freer. Brava and Bravo!

The recently announced (June 29, 2016) third assessment on the State of S&T (Science and Technology) and IR&D (Industrial Research and Development; my July 1, 2016 post features the announcement) by the Council of Canadian Academies adds to the impression that you both have adopted a dizzying pace for science of all kinds in Canada.

With the initiatives I’ve just mentioned in mind, it would seem that encouraging a more vital science culture and and re-establishing science as a fundamental part of Canadian society is your aim.

Science education and outreach as a whole population effort

It’s facey to ask for more but that’s what I’m going to do.

In general, the science education and outreach efforts in Canada have focused on children. This is wonderful but not likely to be as successful as we would hope when a significant and influential chunk of the population is largely ignored: adults. (There is a specific situation where outreach to adults is undertaken but more about that later.)

There is research suggesting that children’s attitudes to science and future careers is strongly influenced by their family. From my Oct. 9, 2013 posting,

One of the research efforts in the UK is the ASPIRES research project at King’s College London (KCL), which is examining children’s attitudes to science and future careers. Their latest report, Ten Science Facts and Fictions: the case for early education about STEM careers (PDF), is profiled in a Jan. 11, 2012 news item on physorg.com (from the news item),

Professor Archer [Louise Archer, Professor of Sociology of Education at King’s] said: “Children and their parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive. The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time. They associate scientists with important work, such as finding medical cures, and with work that is well paid.

“Nevertheless, less than 17 per cent aspire to a career in science. These positive impressions seem to lead to the perception that science offers only a very limited range of careers, for example doctor, scientist or science teacher. It appears that this positive stereotype is also problematic in that it can lead people to view science as out of reach for many, only for exceptional or clever people, and ‘not for me’. [emphases mine]

Family as a bigger concept

I suggest that ‘family’ be expanded to include the social environment in which children operate. When I was a kid no one in our family or extended group of friends had been to university let alone become a scientist. My parents had aspirations for me but when it came down to brass tacks, even though I was encouraged to go to university, they were much happier when I dropped out and got a job.

It’s very hard to break out of the mold. The odd thing about it all? I had two uncles who were electricians which when you think about it means they were working in STEM (science, technology,engineering, mathematics) jobs. Electricians, then and now. despite their technical skills, are considered tradespeople.

It seems to me that if more people saw themselves as having STEM or STEM-influenced occupations: hairdressers, artists, automechanics, plumbers, electricians, musicians, etc., we might find more children willing to engage directly in STEM opportunities. We might also find there’s more public support for science in all its guises.

That situation where adults are targeted for science outreach? It’s when the science is considered controversial or problematic and, suddenly, public (actually they mean voter) engagement or outreach is considered vital.

Suggestion

Given the initiatives you both have undertaken and Prime Minister Trudeau’s recent public outbreak of enthusiasm for and interest in quantum computing (my April 18, 2016 posting), I’m hopeful that you will consider the notion and encourage (fund?) science promotion programmes aimed at adults. Preferably attention-grabbing and imaginative programmes.

Should you want to discuss the matter further (I have some suggestions), please feel free to contact me.

Regardless, I’m very happy to see the initiatives that have been undertaken and, just as importantly, the communication about science.

Yours sincerely,

Maryse de la Giroday
(FrogHeart blog)

P.S. I very much enjoyed the June 22, 2016 interview with Léo Charbonneau for University Affairs,

UA: Looking ahead, where would you like Canada to be in terms of research in five to 10 years?

Dr. Duncan: Well, I’ll tell you, it breaks my heart that in a 10-year period we fell from third to eighth place among OECD countries in terms of HERD [government expenditures on higher education research and development as a percentage of gross domestic product]. That should never have happened. That’s why it was so important for me to get that big investment in the granting councils.

Do we have a strong vision for science? Do we have the support of the research community? Do we have the funding systems that allow our world-class researchers to do the work they want do to? And, with the chief science officer, are we building a system where we have the evidence to inform decision-making? My job is to support research and to make sure evidence makes its way to the cabinet table.

As stated earlier, I’m hoping you will expand your vision to include Canadian society, not forgetting seniors (being retired or older doesn’t mean that you’re senile and/or incapable of public participation), and supporting Canada’s emerging science media environment.

P.P.S. As a longstanding observer of the interplay between pop culture, science, and society I was much amused and inspired by news of Justin Trudeau’s emergence as a character in a Marvel comic book (from a June 28, 2016 CBC [Canadian Broadcasting Corporation] news online item),

The variant cover of the comic Civil War II: Choosing Sides #5, featuring Prime Minister Justin Trudeau surrounded by the members of Alpha Flight: Sasquatch, top, Puck, bottom left, Aurora, right, and Iron Man in the background. (The Canadian Press/Ramon Perez)

Make way, Liberal cabinet: Prime Minister Justin Trudeau will have another all-Canadian crew in his corner as he suits up for his latest feature role — comic book character.

Trudeau will grace the variant cover of issue No. 5 of Marvel’s “Civil War II: Choosing Sides,” due out Aug. 31 [2016].

Trudeau is depicted smiling, sitting relaxed in the boxing ring sporting a Maple Leaf-emblazoned tank, black shorts and red boxing gloves. Standing behind him are Puck, Sasquatch and Aurora, who are members of Canadian superhero squad Alpha Flight. In the left corner, Iron Man is seen with his arms crossed.

“I didn’t want to do a stuffy cover — just like a suit and tie — put his likeness on the cover and call it a day,” said award-winning Toronto-based cartoonist Ramon Perez.

“I wanted to kind of evoke a little bit of what’s different about him than other people in power right now. You don’t see (U.S. President Barack) Obama strutting around in boxing gear, doing push-ups in commercials or whatnot. Just throwing him in his gear and making him almost like an everyday person was kind of fun.”

The variant cover featuring Trudeau will be an alternative to the main cover in circulation showcasing Aurora, Puck, Sasquatch and Nick Fury.

It’s not the first time a Canadian Prime Minister has been featured in a Marvel comic book (from the CBC news item),

Prime Minister Pierre Trudeau in 1979’s Volume 120 of The Uncanny X-Men. (The Canadian Press/Marvel)

Trudeau follows in the prime ministerial footsteps of his late father, Pierre, who graced the pages of “Uncanny X-Men” in 1979.

The news item goes on to describe artist/writer Chip Zdarsky’s (Edmonton-born) ideas for the 2016 story.

h/t to Reva Seth’s June 29, 2016 article for Fast Company for pointing me to Justin Trudeau’s comic book cover.

What happened? 2009 report says Canadian students are leaders in reading, math, and science; 2013 report says Canadian students are dropping out of maths and sciences

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The Organization for Economic Cooperation and Development (OECD) assesses reading, mathematics, and science skills every three years (they measure results from 15 year olds in participating countries) through their Programme for International Student Assessment (PISA). Canada has participated since 2000 (PISA was launched in 1997). As recently as the 2009 assessment (the 2012 assessment does not appear to have been released yet),, Canadian students were above average in many measures, from the Canadian School Boards Association 2010 (?) posting titled, PISA Results: Canadian Students Score High in Performance, Canadian Education System Scores High in Equity,

The results of the Programme for International Assessment (PISA) 2009 were released today at the Ontario Institute for Studies in Education in Toronto. This report, which measures the “quality, efficiency and equity” of education in sixty-five countries and economies, is issued by the Organization for Economic Co-Operation and Development (OECD), in conjunction with the Council of Ministers of Education, Canada, Human Resources and Skills Development Canada and Statistics Canada. This international assessment ranks Canadian students in three domains: reading, math and science. …

…

Highlights of both the international report and Canadian report include:

Canadian students continue to be leaders in reading, math and science. [emphasis mine]

…

The overall performance of Canadian students in math and science are well above the OECD average and remain unchanged from previous PISA results. Canada is outperformed only by seven countries in math and six countries in science.

The Canadian gender gap: females outperform males in reading, while males outperformed females in math and science.

Equity, a measure of how well a country can maximize its students’ potential, was ranked as extremely high in Canada. The combination of high PISA scores with high equity demonstrates that there is a small gap between highest and lowest performing students.

Three or so years later, it appears that we have high drop out rates in the sciences and maths, from an Oct. 8, 2013 news item on the CBC (Canadian Broadcasting Corporation) website,

… Canadians are paying a heavy price for the fact that less than 50 per cent of Canadian high school students graduate with senior courses in science, technology, engineering and math (STEM) at a time when 70 per cent of Canada’s top jobs require an education in those fields, said report released by the science education advocacy group Let’s Talk Science and the pharmaceutical company Amgen Canada.

Spotlight on Science Learning 2013 compiles publicly available information about individual and societal costs of students dropping out STEM courses early.

The answer as to what happened has something to do with when the OECD programme makes its assessment. They measure skills in 15 year olds and generally speaking that means students in grade 10, which coincidentally, is the last year math and science are required courses in most provinces, from the CBC Oct.8, 2013, news item,

Even though most provinces only require math and science courses until Grade 10, the report [Spotlight on Science published by Let’s Talk Science and pharmaceutical company Amgen Canada) found students without Grade 12 math could expect to be excluded from 40 to 75 per cent of programs at Canadian universities, and students without Grade 11 could expect to be excluded from half of community college programs. [emphasis mine]

This news about Canadian students and their failure to pursue maths and sciences according to the Spotlight on Science Learning report was included in the context (in the CBC news item) of another OECD report (released Tues., Oct. 8, 2013), which concluded that Canadian adult numeracy skills lag behind, from the Oct. 8, 2013 CBC news item,

The OECD released its first survey of adult skills Tuesday (Oct. 8, 2013), measuring the literacy, numeracy, and problem-solving skills of those aged 16 to 65 in 24 countries, including 27,000 people in Canada.

While Canadians scored far above average at problem solving in technology-rich environments and their average literacy score was around the average of OECD countries, their mean numeracy score was “significantly below the average,” the OECD said, putting Canada 13th out of 21 countries. [emphasis mine]

The Council of Ministers of Education, Canada, described the average score as “slightly below the OECD average,” but acknowledged the results suggested “this is one area that could be targeted by policymakers for improvement. [emphasis mine]

There’s a difference between ‘significantly below average’ and ‘slightly below average’ and shy of reading the report I’m not sure who to believe. In any event, our literacy skills are accounted to be good and we’re also good at problemsolving in technology-rich environments. This latest OECD report is titled, OECD Skills Outlook 2013. Here’s more about it from the Outlook webpage (Note: Links have been removed),

This first OECD Skills Outlook presents the initial results of the Survey of Adults Skills (PIAAC), which evaluates the skills of adults in 24 countries. It provides insights into the availability of some of the key skills and how they are used at work and at home. A major component is the direct assessment of key information-processing skills: literacy, numeracy and problem solving in the context of technology-rich environments.

You can get the full report or summaries from here. As for the Spotlight on Science report, you can find it here on the Let’s Talk Science website. I’ve included the video about the report, which I think illustrates one of the key problems with Canadian children and science,

It’s (video) dull and it didn’t need to be.As for the report itself, it’s reflects a standard approach to this ‘problem’ of getting children to pursue the sciences and maths after a certain point. Personally, I think there’s a much interesting study on this topic of children and science, the ASPIRES project, in the UK, which I highlighted in my Jan. 31, 2012 posting,

One of the research efforts in the UK is the ASPIRES research project at King’s College London (KCL), which is examining children’s attitudes to science and future careers. Their latest report, Ten Science Facts and Fictions: the case for early education about STEM careers (PDF), is profiled in a Jan. 11, 2012 news item on physorg.com (from the news item),

Professor Archer [Louise Archer, Professor of Sociology of Education at King’s] said: “Children and their parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive. The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time. They associate scientists with important work, such as finding medical cures, and with work that is well paid.

“Nevertheless, less than 17 per cent aspire to a career in science. These positive impressions seem to lead to the perception that science offers only a very limited range of careers, for example doctor, scientist or science teacher. It appears that this positive stereotype is also problematic in that it can lead people to view science as out of reach for many, only for exceptional or clever people, and ‘not for me’.

Professor Archer says the findings indicate that engaging young people in science is not therefore simply a case of making it more interesting or more fun. She said: “There is a disconnect between interest and aspirations. Our research shows that young people’s ambitions are strongly influenced by their social backgrounds – ethnicity, social class and gender – and by family contexts. [emphases mine]

Families and support systems make a huge difference in children’s lives and their aspirations, scientific or otherwise.

In sum, up until 2009 Canadian children seemed to have good skills in literacy, maths, and sciences at the age of 15, which is the same year courses in maths and sciences are no longer required (in most provinces). According to the Spotlight on Science Learning 2013 report, most children choose not take those maths and sciences courses after grade 10 despite the fact that they are needed for most higher education. This lack of interest appears to be reflected in the OECD’s recent report, OECD Skills Outlook 2013, which noted that Canadian adults’ numeracy skills lag behind that of many of their counterparts in other countries (although we compare well with high literacy and other skills). While I find the Spotlight on Science Learning 2013 report interesting, the UK’s ASPIRES project has taken what seems to me a more fruitful approach to children and science.

Bottom line: I think we need more imagination in our approach and we need to better include the kids themselves (a couple of interactive demonstrations just aren’t involving enough), and we need to make science, etc. engaging for the entire community.

Alberta’s (Canada) science education gets shout-out from UK’s (United Kingdom) Parliamentary Under Secretary of State for Education, Elizabeth Truss

Expert panel to assess the state of Canada’s science culture—not exactly whelming

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I was very excited when the forthcoming assessment The State of Canada’s Science Culture was announced in early 2012 (or was it late 2011?). At any rate, much has happened since then including what appears to be some political shenanigans. The assessment was originally requested by the Canada Science and Technology Museums Corporation. After many, many months the chair of the panel was announced, Arthur Carty, and mentioned here in my Dec. 19, 2012 posting.

I was somewhat surprised to note (although I didn’t say much about it in December) that the science culture in Canada assessment webpage now included two new government agencies as requestors, Industry Canada and Natural Resources Canada. Where are Environment Canada, Transport Canada, Heritage Canada (we have an exciting science history which is part of our Canadian heritage), Health Canada, and Statistics Canada? For that matter, why not the entire civil service structure, as arguably every single government department has a vested interest in and commitment to science culture in Canada?

It took an extraordinarily long period of time before the Council of Canadian Academies (CCA) announced its chair and expert panel and presumably the addition of two random government departments in the request was a factor. One would hope that the CCA’s desire to find the most exciting and diverse group of ‘experts’ would be another factor in the delay. To be clear my greatest concern is not about the individuals. It is the totality of the panel that concerns me most deeply. Here’s the list from The Expert Panel on the State of Canada’s Science Culture webpage,

The Expert Panel on the State of Canada’s Science Culture is comprised of the following members:

Arthur Carty, O.C., FRSC, FCAE (Chair) Executive Director, Waterloo Institute for Nanotechnology (Waterloo, ON)

Adam Bly, Founder and Chairman, Seed (New York, NY)

Karen A. Burke, Director, Regulatory Affairs, Drug Safety and Quality Assurance, Amgen Canada Inc. (Mississauga, ON)

Edna F. Einsiedel, Professor, Department of Communication and Culture, University of Calgary (Calgary, AB)

Tamara A. Franz-Odendaal, NSERC Chair for Women in Science and Engineering (Atlantic Canada) and Associate Professor of Biology, Mount Saint Vincent University (Halifax, NS)

Ian Hacking, C.C., FRSC University Professor Emeritus, Philosophy, University of Toronto (Toronto, ON)

Jay Ingram, C.M. Chair, Science Communications Program, Banff Centre; Former Co-Host, Discovery Channel’s “Daily Planet” (Calgary, AB)

Sidney Katz, C.M. Professor of Pharmacology and Toxicology, Faculty of Pharmaceutical Sciences, University of British Columbia (Vancouver, BC)

Marc LePage, President and CEO, Génome Québec (Montréal, QC)

James Marchbank, Former CEO, Science North (Sudbury, ON)

Timothy I. Meyer, Head, Strategic Planning and Communications, TRIUMF (Vancouver, BC)

Jon Miller, Research Scientist, Center for Political Studies, University of Michigan (Ann Arbor, MI)

Bernard Schiele, Professor of Communications, Université du Québec à Montréal (UQAM) and Researcher, Centre interuniversitaire de recherche sur la science et la technologie (CIRST) (Montréal, QC)

Dawn Sutherland, Canada Research Chair in Science Education in Cultural Contexts, University of Winnipeg (Winnipeg, MB)

James Wilsdon, Professor of Science and Democracy, University of Sussex (Brighton, United Kingdom)

Given the CCA’s most recent assessment, Strengthening Canada’s Research Capacity: The Gender Dimension, it’s striking that the number of women on this panel of 15 individuals is four. This suggests that while the CCA is happy to analyze information and advise about gender and science, it is not able to incorporate its own advice when assembling an expert panel, especially one concerning science culture.

There is only one person in the group who has built a business and that’s Adam Bly. Ordinarily I’d be happy to see this inclusion but Bly and/or his company (Seed Media Group) are making an attempt to trademark the term ‘scientific thinking’. (I’ve objected to attempts to trademark parts of commonly used language many, many times in the past.) In addition to that, there’s another activity I questioned in my Feb. 11, 2013 posting about visualizing nanotechnology data.

(For those who are interested in some of the discussion around attempts to trademark phrases that are in common usage, there’s a Feb. 18, 2013 posting by Mike Masnick on Techdirt about a bank which is attempting to trademark the term ‘virtual wallet’.)

It’s a shame the members of the panel did not (or were not encouraged) to write a biography that showed their interest in science culture, however the member imagines it to be. Following the links from the ‘expert panel’ page leads only to information that has been reused countless times and has absolutely no hint of personality or passion. Even a single sentence would have been welcome. Whatever makes these individuals ‘experts on science culture in Canada’ has to be inferred. As it is, this looks like a list of policy and academic wonks with a few media types (Bly and Ingram) and business types (Bly, again, and Burke) thrown in for good measure.

I half jokingly applied to be on the panel in my Dec. 19, 2012 posting so (excluding me) here’s a list of people I’d suggest would make for a more interesting panel,

Margaret Atwood (writes speculative/science fiction)
Baba Brinkman (rapper, MFA from the University of Victoria, BC, known internationally for his Rap Guide to Evolution, the world’s peer-reviewed science rap)
Claire Eamer, founder of the Sci/Why blog about Canadian science writing for kids, science writer located in Yukon
Mary Filer (internationally known artist in glass who worked in the Montreal Neuro Centre and was a member of one of the most storied surgical teams in Canadian history)
Pascal Lapointe, founder of Agence Science Presse agency and Je vote pour la science project
Robert Lepage (theatre director known internationally for his groundbreaking use of technology)
Robert J. Sawyer (internationally know Canadian science fiction writer)

Could they not have found one visual or performing artist or writer or culture maker to add to this expert panel? One of them might have added a hint of creativity or imagination to this assessment. Ironically, the visual and performing arts were included in the CCA’s asssesment The State of Science and Technology in Canada, 2012 released in Sept. 2012.

As for incorporating other marginalized, be it by race, ethnicity, social class, ability, etc., groups the panel members’ biography pages do not give any hint of whether or not any attempt was made. I hope attempts will be made during the information gathering process and that those attempts will be documented, however briefly, in the forthcoming assessment.

In any event, I’ve been hearing a few whispers about the panel and its doings. Apparently, the first meeting was held recently and predictably (from my Dec. 19, 2012 posting),

Hopefully, the expert panel will have a definition of some kind for “science culture.”

the expert panel discussed a definition for science culture. I hear from another source the panel may even consider science blogging in their assessment. It seems amusing that this possibility was mentioned in hushed tones suggesting there was no certainty science blogging would be included in the assessment since Bly and his company established the Science Blogs network. Of course, there was the ‘Pepsigate’ situation a few years ago. (This Wikipedia essay offers the least heated description I’ve seen of the Science Blogs/Pepsi contretemps.)

I have a prediction about this forthcoming assessment, it will be hugely focused on getting more children to study STEM (science, technology, engineering, and mathematics) subjects. I have no formal objection to the notion but it does seem like a huge opportunity lost to focus primarily on children when it’s the parents who so often influence their children’s eventual choices. Here’s an excerpt from my Jan. 31, 2012 post illustrating my point about children, their parents, and attitudes towards science,

One of the research efforts in the UK is the ASPIRES research project at King’s College London (KCL), which is examining children’s attitudes to science and future careers. Their latest report, Ten Science Facts and Fictions: the case for early education about STEM careers (PDF), is profiled in a Jan. 11, 2012 news item on physorg.com (from the news item),

Professor Archer [Louise Archer, Professor of Sociology of Education at King’s] said: “Children and their parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive. The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time. They associate scientists with important work, such as finding medical cures, and with work that is well paid.

“Nevertheless, less than 17 per cent aspire to a career in science. These positive impressions seem to lead to the perception that science offers only a very limited range of careers, for example doctor, scientist or science teacher. It appears that this positive stereotype is also problematic in that it can lead people to view science as out of reach for many, only for exceptional or clever people, and ‘not for me’.

Professor Archer says the findings indicate that engaging young people in science is not therefore simply a case of making it more interesting or more fun. She said: “There is a disconnect between interest and aspirations. Our research shows that young people’s ambitions are strongly influenced by their social backgrounds – ethnicity, social class and gender – and by family contexts. [emphases mine]

I purposefully used the term STEM as I suspect this expert panel will not have knowledge of the HSE (humanities, social sciences, and education), LS (life sciences), and PCEM (physical sciences, computer science, engineering, and mathematics) categories as defined by the recent assessment “(Strengthening Canada’s Research Capacity: The Gender Dimension; The Expert Panel on Women in University Research.” Those categories were defined as an attempt to reflect the disposition of the major science funding organizations in Canada ((SSHRC [Social Sciences and Humanities Research Council], CIHR [Canadian Institutes of Health Research], and NSERC [Natural Sciences and Engineering Research Council]) and, arguably, they are a big—if not the biggest—influence on Canadian science culture.

I do have a question I hope will be answered in the assessment. If we motivate more children to study science type topics, where will the jobs be? David Kent on University Affairs’ The Black Hole blog has written about science trainees and their future for years. In fact, his Feb. 19, 2013 posting is titled, Planning Ahead: How many of you are there and who will pay you?

Interestingly, there was an announcement this morning of another assessment which could be described as related to science culture, from the Feb. 22, 2013 CCA news release,

Doug Owram to Serve as Expert Panel Chair on Memory Institutions and the Digital Revolution

The Council is pleased to announce the appointment of Dr. Doug Owram, FRSC, as Chair of the Expert Panel on Memory Institutions and the Digital Revolution. Library and Archives Canada has asked the Council to assess how memory institutions, including archives, libraries, museums, and other cultural institutions, can embrace the opportunities and challenges in which Canadians are communicating and working in the digital age.

While the expert panel has yet to be announced, it is comforting to note that Owram is an historian and the link between memory and history seems unimpeachable. Oddly, the page listing ‘in progress assessments’ has the Memory Institutions and the Digital Revolution assessment listed as being On Hold (more political shenanigans?). Regardless, you can find out more about the assessment and its questions on the Memory Institutions and the Digital Revolution assessment page.

I wonder what impact, if any, these assessments will have on each other. In the meantime, I have one more prediction, the word innovation will be used with gay abandon throughout the science culture assessment.

Science attitude kicks in by 10 years old

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There’s a lot of talk these days about STEM (Science, Technology, Engineering, and Mathematics) in the field of education. It seems that every country that has produced materials about innovation, economic well being, etc. in English and I’m guessing all the other countries too (I just can’t read their materia]s) want more children/young people studying STEM subjects.

One of the research efforts in the UK is the ASPIRES research project at King’s College London (KCL), which is examining children’s attitudes to science and future careers. Their latest report, Ten Science Facts and Fictions: the case for early education about STEM careers (PDF), is profiled in a Jan. 11, 2012 news item on physorg.com (from the news item),

Professor Archer [Louise Archer, Professor of Sociology of Education at King’s] said: “Children and their parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive. The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time. They associate scientists with important work, such as finding medical cures, and with work that is well paid.

“Nevertheless, less than 17 per cent aspire to a career in science. These positive impressions seem to lead to the perception that science offers only a very limited range of careers, for example doctor, scientist or science teacher. It appears that this positive stereotype is also problematic in that it can lead people to view science as out of reach for many, only for exceptional or clever people, and ‘not for me’.

Professor Archer says the findings indicate that engaging young people in science is not therefore simply a case of making it more interesting or more fun. She said: “There is a disconnect between interest and aspirations. Our research shows that young people’s ambitions are strongly influenced by their social backgrounds – ethnicity, social class and gender – and by family contexts. [emphases mine]

I was particularly struck by the fact that attitudes are positive but, by age 10, researchers are already observing that children are concluding ‘it’s not for me’.

Here’s a little more about the ASPIRES project,

The ASPIRES research team, led by Louise Archer, Professor of Sociology of Education at King’s, is tracking children’s science and career aspirations over five years, from ages 10 to 14. To date they have surveyed over 9000 primary school children and carried out more than 170 interviews of parents and children. After the age of 10 or 11 children’s attitudes towards science often start to decline, suggesting that there is a critical period in which schools and parents can do much to educate the next generation of the options available to them. [emphasis mine]

As for the report ‘Ten Science Facts and Fictions’, you may be in for a surprise if you’re expecting a standard academic study. It’s very colourful and illustrated with cartoons; each fact/fiction has its own page and only one; it summarizes and aggregates other research; and the whole report is 16 pp. It’s easy reading and the reference notes mean you can follow up and read the research studies yourself.

On a note related to the conclusions made the ASPIRES researchers, I came across a Jan. 27, 2012 news item on Medical Xpress about a US study where researchers attempted an intervention designed to encourage more teens to study science,

In a different intervention study aimed at changing teen behavior in math and science, researchers did not target the students themselves but rather their parents. The goal was to increase students’ interest in taking courses in science, technology, engineering, and mathematics (STEM). “We focus on the potential role of parents in motivating their teens to take more STEM courses, because we feel that they have been an untapped resource,” says Judith Harackiewicz of the University of Wisconsin, Madison. [emphasis mine]

The participants consisted of 188 U.S. high school students and their parents from the longitudinal Wisconsin Study of Families and Work. Harackiewicz and her colleague Janet Hyde found that a relatively simple intervention aimed at parents – two brochures mailed to parents and a website that all highlight the usefulness of STEM courses – led their children to take on average nearly one semester more of science and mathematics in the last two years of high school, compared with the control group. “Our indirect intervention,” funded by the National Science Foundation, “changed the way that parents interacted with their teens, leading to a significant and important change in their teens’ course-taking behavior,” Harackiewicz says.

Given Dr. David Kent’s panel at the 2011 Canadian Science Policy Conference (David’s interview about the panel is in my Oct. 24, 2011 posting) where he noted we have too many science graduates and not enough jobs, I’m wondering if we’re going to see a Canadian effort to encourage more study in STEM subjects. It wouldn’t surprise me; I have seen policy disconnects before. For example, there’s a big effort to get more children and teens to study science while graduate students from the universities have difficulty finding employment because the policy didn’t take the end result (the sector [e.g. universities] that needed people [science professors] when the policy was instituted had already started to shrink and 10 years later no one needs these graduates) into account.