Pupils' views of the role and value of the science curriculum: a focus-group study

Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable,...

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Bibliographic Details
Published in:International journal of science education 2001-05, Vol.23 (5), p.441-467
Main Authors: Osborne, Jonathan, Collins, Sue
Format: Article
Language:English
Subjects:
Bildungsforschung
Curriculum
Curriculum subjects: programmes and methods
Educational sciences
Elementary Secondary Education
Evaluation of teaching methods
Exact and natural sciences
Focus Groups
Forschungsbericht
Naturwissenschaftlicher Unterricht
Schüler
Science Curriculum
Science Instruction
Student Attitudes
Teaching methods
Vorstellung (Psy)
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Summary:Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the existing curriculum. On the negative side, many pupils perceived school science to be a subject dominated by content with too much repetition and too little challenge. From a more positive perspective, pupils saw the study of science as important and were engaged by topics where they could perceive an immediate relevance, practical work, material that was challenging and high-quality teaching. The implications of these findings and the insights they provide for curriculum policy and school science curricula are discussed.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690010006518