[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588495-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588495-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","uk-school-students-attitudes-towards-science-and-potential-science-based-careers-volume-5-number-4-2012-abstract","UK SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE AND POTENTIAL SCIENCE-BASED CAREERS - Volume 5 - Number 4 - 2012 Abstract","","Review literature on UK secondary school students’ uptake of science at higher levels and their consideration of science-based careers. The review argues that many students view science as uncreative and difficult, which reduces recognition of study benefits for transferable competencies such as technical competence, numeracy, analytical thinking and problem-solving. It analyzes external influences including parental and family attitudes, teacher enthusiasm and teaching quality, work experience availability and industry contact, and internal factors such as gender, perceived usefulness, relevance and enjoyment, plus career-advice impartiality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/uk-school-students-attitudes-towards-science-and-potential-science-based-careers-volume-5-number-4-2012-abstract/588495/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/uk-school-students-attitudes-towards-science-and-potential-science-based-careers-volume-5-number-4-2012-abstract/588495.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the review on UK secondary students’ science engagement?","Question",{"text":63,"@type":64},"The review focuses on students’ participation in science at higher levels and how they consider careers in science, including influences on attitudes and career choice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What external factors can shape students’ attitudes toward science and science career selection?",{"text":68,"@type":64},"External factors include parental and family attitudes, teacher enthusiasm and teaching quality, availability of work experience, and direct contact with people working in relevant industries.",{"name":70,"@type":61,"acceptedAnswer":71},"How do internal factors influence students’ willingness to pursue science careers?",{"text":72,"@type":64},"Internal factors include gender, perceived usefulness and relevance to future career aspirations, the perceived ease or difficulty of science, and enjoyment of the subject.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588495,1792208720,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 5, Number 4, 2012  \nUK SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE  \nAND POTENTIAL SCIENCE-BASED CAREERS  \nEmelia L White, Timothy G Harrison  \nAbstract: This is a review of literature pertaining to UK secondary school students, their uptake of science at higher levels and their consideration of careers as scientists. As with all countries, the continued uptake of sufficient numbers of science at all levels is in the UK’s interest.  \nUnfortunately too many UK secondary students see science as uncreative, and difficult. They do not recognise its study as important for developing transferrable skills such as technical competence, numeracy, analytical and problem-solving. Many factors are highly influential in shaping students’ attitudes towards science and possible science career choice. External factors include parental and family attitudes to science, the enthusiasm of teachers and teaching quality, availability of work experience and direct contact with those working in a particular industry.  \nInternal reasons such as gender, perceived usefulness and relevance to future career aspirations, ease or difficulty and enjoyment play a role. Also considered in this review, is the impartiality in relation to careers advice received by students.  \nKey words: science careers, attitudes to science, secondary school, impartial advice  \nIntroduction  \n‘STEM careers and the opportunities they generate are important drivers of social mobility in our society’ [1] .  \nA review in 2002 [2] commissioned by the UK Government highlighted the importance of science expertise as key to sustaining both the UK economy and its international competitiveness. It is reported that ‘a shortage of graduates is likely to become increasingly serious since the UK economywith its large financial services sector, strong science base and increasing focus on high-tech and high value-added manufacturing business-is likely to need more mathematical and physical science graduates, not fewer.’ The report’s author, Sir Gareth Roberts, also emphasised the increase in demand in the economy for graduates and postgraduates in strongly numerical subjects (such as science and mathematics) to work in research and development, the financial services sector and ICT. This is reiterated 8 years later in the 2010 STEM Careers Review [1] which highlighted the importance of STEM (science, technology, engineering and mathematics) for the UK’s future prosperity, emphasizing that the country’s future economic success will be driven by the supply of people with STEM skills and training. Significantly, a report by the Confederation of British Industry (CBI) stated that almost 6 out of 10 employers expected difficulty recruiting people with STEM skills between 2010 and 2013 [3] .  \nAs a result of the combination of the shortage of graduates, and the more attractive career opportunities in financial services, employers struggle to attract new talent into scientific research and development roles. Regrettably reports have shown that students perceive science as an uncreative discipline, leading to divisions in which students categorize themselves as either an ‘artist’ or a‘scientist’ [4] . Action must therefore be taken to prevent science from being stereotyped as‘uncreative’. After all, scientific research and development is based on both innovation and ingenuity in order to create new products, services and processes. If this ‘uncreative’ perception can be reversed  \nit may be lead to an increased supply of science graduates with the appropriate skills into research and development.  \nResearch has also highlighted the importance of STEM qualifications for developing transferrableskills including; technical competence, numeracy, analytical and problem-solving skills, communication and teamwork skills and intellectual rigour [3] . These transferrable skills are highly valued and well respected by employers in all industries. Consequently those with STEM qualifications have better job ","cbCaihhlKQR4MkCc","https://ap.wps.com/l/cbCaihhlKQR4MkCc","pdf",137382,"English","# Introduction\n## STEM careers and national drivers\n## Workforce needs and employer recruitment\n# Students’ attitudes towards science\n## Early enthusiasm and later disengagement\n## Perceptions of difficulty and subject choice","[{\"question\":\"What is the focus of the review on UK secondary students’ science engagement?\",\"answer\":\"The review focuses on students’ participation in science at higher levels and how they consider careers in science, including influences on attitudes and career choice.\"},{\"question\":\"What external factors can shape students’ attitudes toward science and science career selection?\",\"answer\":\"External factors include parental and family attitudes, teacher enthusiasm and teaching quality, availability of work experience, and direct contact with people working in relevant industries.\"},{\"question\":\"How do internal factors influence students’ willingness to pursue science careers?\",\"answer\":\"Internal factors include gender, perceived usefulness and relevance to future career aspirations, the perceived ease or difficulty of science, and enjoyment of the subject.\"}]","UK SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE AND POTENTIAL SCIENCE-BASED CAREERS - Volume 5 - Number 4 - 2012 Abstract | PDF",1792065363,25]