◄Previous: 4.2 Maths

# 4.3 Science

Studies show that for some children, their curiosity for science diminishes early in a child’s primary school career. This diminishing curiosity first becomes apparent at ages 5–7 and worsens throughout primary and secondary school (Wellcome Trust, 2014). The national curriculum for science in England talks about children being encouraged to ‘develop a sense of excitement and curiosity about natural phenomena’, while the curriculum in Northern Ireland, called ‘The World Around Us’, is explicitly focused on encouraging natural curiosity and questioning. Discouraging a ‘science isn’t for me’ attitude is important to maintain children’s natural curiosity and questioning about the world around them. Here are some points that help explain why children may lose interest in science in their primary years:

1 Science isn’t perceived as relevant

> Children don’t always recognise the usefulness of science in their lives and future career, and may only see recognise the roles of ‘scientist’ and doctor as professions using science.

2 Limited or poor teaching and learning experiences

> In some primary schools, a focus on English and mathematics has taken precedence over science, resulting in less teaching time. If primary teachers lack confidence and skills in science, this can lead to teachers who are unable to foster children’s own confidence and enjoyment of science and in misconceptions going uncorrected.

3 Lack of science capital

> Science capital is a concept that refers to the total science-related knowledge, attitudes, ideas and experiences that a child might have. The more science capital a child has (knowledge and understandings from family and friends as well as school), the more likely they are to identify as a ‘science person’. The less science capital a child has, the less likely they are to continue studying science at secondary school and consider a career in the sciences (Archer et al., 2014).

4 Issues of equity

> Despite improvements in the area, stereotypes in science continue to exist. The scientific contributions of women, those from working-class backgrounds and minority ethnic backgrounds are often ignored or excluded in books and resources. Societal norms and popular culture continue to reinforce long-standing, pervasive stereotypes of scientists as being white, male, middle class and based in a lab (e.g. Carli et al., 2016).

## Activity 12

Allow 15 minutes

Look at this image of a ‘chemist’ drawn by a child. Make notes on the stereotypes that you notice in this picture.

Figure 7 What does a scientist look like?
(A text entry box would appear here, but your browser does not support it.)

### Discussion

In this image, the colourful nature of the chemicals in beakers and the smoke being given off suggests a laboratory suggesting a very stereotypical ‘science’ working environment. The single person in the picture appears to be a man, based on stereotypical notions of body shape, hair and clothing (of course it may not have been intended to be a man) on his own. It reflects a solitary working environment for men. In addition, the person’s exposed face and hands are coloured in with a pale colouring pencil indicating a white person. While a single drawing, indicators about who is understood as ‘chemists’, where they work and what they do reflects strongly in this child’s drawing.

◄Contents►Next: 4.4 Summary of Section 4

OpenLearn - Supporting children’s learning in primary education today
Except for third party materials and otherwise, this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence, full copyright detail can be found in the acknowledgements section. Please see full copyright statement for details.