October 19

Maths And Science As Boys Higher In Arts Academy

Maths And Science As Boys Higher In Arts Academy

The Australian Academy of Science published last month a report that showed the COVID-19 pandemic would adversely affect women working in STEM (science technology engineering and mathematics) fields. According to the report, 7500 women worked in STEM fields in Australia in 2017 compared with 18,400 men. According to the authors:

The pandemic seems to have increased pre-existing gender inequality. Women are underrepresent in STEM workforce and are often assign lower-skilled and less secure roles. Many women in Australia’s STEM workforce are now facing greater job loss than men, which could reverse equity gains made in recent years.

Women are less likely than men to enroll in maths and science degrees. Only 35% of STEM university degrees in Australia are grant to women. Over the last five years, this number has remained stable.

Research from the 1990s suggested that girls might not be able to study science and math as well as boys. Recent research has shown that girls do math and science at a similar level to boys, or slightly better.

Choosing Academy These Jobs As Often As The Men?

A recent study revealed that while women are able to perform at the same level or higher in science and maths as men, their humanities performance is significantly better. This could be why they aren’t choosing STEM careers. Science and math are just as easy for girls than they are for boys.

We wanted to determine if gender differences existed in science and math school performance and whether this affected student applications to universities. The data we used were from more than 70,000 secondary school students in Greece for a ten-year period.

Our research showed that girls scored around 4% higher in science and maths than their male counterparts. However, their scores in the humanities were only 13% higher. Our research also showed that girls are 34% less likely than boys to choose a STEM-related specialty in their final years of high school.

These findings can be applied to Australia. The latest PISA results show that girls in Australia score at the same level as boys in science and maths, but are much better in reading. The difference in performance between boys and girls in reading is 6% for Australia and 9% for Greece. However, the performance of boys and girls in maths and science is almost identical.

STEM Females Have A Comparative Advantage Academy

Students were able to choose which areas they wanted to specialize in through comparing their academic strengths with those of their peers and comparing them with each other.

We compared students’ STEM and humanities grades using our data. We defined a STEM advantage as a student who had a higher STEM grade than students in reading and writing. This student was considered to have STEM academic strength if the STEM advantage was higher than that of one of his classmates.

STEM advantages were higher for boys because they excelled in science and maths more than the humanities. Their STEM advantage was less than that of the boys, as girls did not do well in science and maths more than they did in humanities.

We considered two pairs of girls who had identical STEM academy and humanities grades at secondary school’s beginning. They were randomly assigned to different classes. Then, we analyzed their enrolment decisions up to three years later.

STEM And Humanities

Two girls with similar STEM and humanities performance (with the same STEM advantage) were assigned different classrooms. One girl was assign in a classroom with STEM-advantage classmates (higher STEM scores than her peers in humanities and STEM). One girl was assign to a class where her classmates had similar STEM and humanities performance (no STEM advantage).

These two girls chose different fields of study after secondary school, even though they received identical STEM and humanities grades. The STEM-related fields were less popular among the former, whose peers had a STEM advantage.

Based on their classmates, the study revealed that these girls had identical performance and ended up choosing a different educational path. This could explain up to 12% gender gap in STEM enrollment in tertiary educational academy.

The same was true for boys. We found no difference in the enrolment decisions of boys who had identical grades and different classmates when we analyzed pairs of boys.

What Are The Options?

Our research shows that girls are more affected by success than their peers. This is not true for boys. These findings are consistent with research suggesting that girls are more affected by negative grades than boys when it comes to making decisions about their future, particularly in STEM.

Research suggests that teachers have a significant role in recognising. Academic strengths and encouraging them, regardless of gender or other students. Research has shown that gender stereotypes of STEM-minded teachers have a negative impact on girls’ self-image.

Teachers must instill confidence in girls about science and maths. Even though they might be more proficient at writing and reading. Science and maths lead to high-paying jobs such as engineering, data science, and computer programming. Turning away from STEM could have a lasting impact on girls’ life earnings.

October 19

Among Top Ten Countries In Maths And Science

Among Top Ten Countries In Maths And Science

The longest-running large-scale international assessment on science and maths shows that Australia has made significant improvements in science and maths for Year 8.

The Trends in International Mathematics and Science Study (TIMSS) was attended by more than 580,000 students representing 64 countries. This includes 14,950 students from 571 Australian high schools.

Australia was equal seventh in Year 8 maths in the 2019 assessment cycle. This is an increase from the 13th place in 2015. We were behind Korea, Japan and Hong Kong, as well as Ireland, Korean Taipei (Taiwan), Korea and Japan.

Australia was also equal seventh in Year 8 science (up from equal fifteenth in 2015), along with other countries like Ireland, Lithuania, and the US. We came in behind Japan, Korea and Finland, Chinese Taipei, Japan and Korea.

Australia was equal ninth in Year 4 science (up from equal 18th 2015). This was alongside countries such as the USA, England, Hong Kong, Ireland, and Hong Kong. Australia came in behind Norway, Singapore, Korea and Russia.

However, the achievement rate in Year 4 maths has not changed from 2007. Similar to 2015, Australia was outperformed in 2019 by 22 other countries. It was equal 23rd in 2019, just like 2015, and behind countries like Canada, Germany, Poland, and Canada.

It’s Not Just About The Rankings Science

The TIMSS test is being administered for the seventh time. In addition to taking science and math tests, students in Year 4 and 8 take TIMSS questionnaires about their experiences and background in maths or science.

Australia can participate in TIMSS to track its progress towards national education goals. This included the Melbourne Declaration on Educational Goals for Young Australians (now called the Mparntwe Education Declaration).

Australian students scored 516 points on average in Year 4 maths. Singapore students had 625 points on average, Canada scored 512, and New Zealand got 487.

Australia had a score of 517 points in Year 8 maths. This compares to 616 points Singapore, which had the highest score. The score of Australia was not significantly different from that of England and the United States, which each scored 515 points.

Improve In Science

Australia did not only improve in science and maths in Year 8, and in science in Year 4, relative to other countries. It also improved in absolute terms. Australia’s average score rose 12 points in year 8 maths, 16 points in year 8 science, and nine points for Year 4 science compared to 2015.

The 475 score point TIMSS intermediate international benchmark, which is nationally recognize as the proficient standard for science and maths achievement, is 475. Between 68% and 78%, Australian students attained the proficiency benchmarks in science and maths at both year-levels in 2019. This benchmark was achieve by more than 90% of Singaporean students in both science and maths at both the year-levels.

In Year 8 science, the percentage of Australian students who have achieved this standard has increased by five percentage points since 2015. This did not change in either Year 4 science or 8 maths.

TIMSS results provide a measure Australia’s progress towards the United Nations 2030 Sustainable Development Goal (universal quality education) The TIMSS low international benchmark, which is an internationally accepted indicator of minimal proficiency in maths at the conclusion of lower secondary schooling, is a global indicator.

The benchmark was achieve by 90% of Australian Year 8 students in the 2019 study. This is similar to 2015, but slightly higher than the international median of 87% for 2019. In Japan, however, only 98% of Year 8 students from Singapore and Chinese Taipei achieved the minimum proficiency in maths.

Differences Between Groups

These findings are positive but there are warning signs when comparing demographic groups. The average Australian girl’s performance in Year 8 maths and Year 4 science was the same as that of Australian boys. In 27 of the 58 countries that participated, Australia included, boys outperformed their female counterparts in Year 4 mathematics.

For both boys and girls, the proportion of students who reached the national proficient standard was roughly equal (69% for girls, 70% respectively). However, the percentage of boys who reached the advanced benchmark (12%) was much higher than that of girls (8%) who did so.

Although the achievements of First Nations Australian students have converged in science in Year 4 and 8 since 1995. There are still significant gaps in mathematics and in other subject areas.

42% of First Nations students at Year 4 in maths achieved the national proficient level. Compared with 72% of Australian students. 25 percent of First Nations students failed to meet the benchmark, as compared with 8% of Australian students.

For Year 8 maths, 39% of First Nations students, compared with 70% of Australian students, achieved the National Proficient standard. However, 29% of First Nations students, compared to 8% for other Australian students, did not reach the Low benchmark.

October 19

Hard To Recruit Good Math And Science Teachers

Hard To Recruit Good Math And Science Teachers

It is well-known that student achievement and participation in science and math are not good. Not only is Australia facing problems with a shortage of science and math teachers, but they are also affecting international students. This situation is cause by a number of interrelate factors.

Insufficient Confidence Math

Primary teachers often report that they lack confidence and competence in teaching science and maths. They may not have taken higher level subjects in secondary school, or not having studied science and maths at senior levels

Negative Math Attitudes

These students may develop negative attitudes or mindsets about their abilities in these subjects as primary school students. Experiences of struggle and failure, especially in maths can be powerful indicators of future achievement and engagement. They also act as barriers to learning. Students may see their potential and even their identity as fixed.

On international measures of science and math achievement, primary students in Australia perform less than secondary students. There is a general trend of decline.

Educated Science And Math Teachers Are Not Available

About one-third of Australian Year Nine students are being taught mathematics and one-quarter are being instruct in science by an outside-of-field teacher. This is true for government schools, schools with low socio-economic status (SES), and schools in remote and regional areas.

Some schools meet all of these requirements. Many students won’t have the opportunity to meet a science or math teacher until their final years of secondary school. This is a shameful situation that has been around for a while.

Participation at the senior secondary level in science and maths is decreasing. Participation in undergraduate science and math courses is also decreasing; some departments of mathematics are shrinking or closing.

Secondary teacher education candidates are in short supply in science and maths (particularly physics and chemical). Because of their backgrounds, mindsets, and attitudes toward science and math, some initial teacher education (ITE), primary candidates may struggle with these subjects.

What Are The Most Common Responses?

The usual response to these situations is to provide ITE and practicing teachers with more content knowledge, pedagogical strategies, and produce units of work and resources. These strategies and resources often emphasize hands-on approaches to science and math in the hopes that this will increase student engagement and improve the effectiveness of teachers.

These teacher-proof resources may prove counterproductive if teachers aren’t confident in their ability to use them. A second approach is to offer scholarships to attract more science and maths teachers. These teachers are often paid higher salaries, but this is not a common practice in the public sector. None of these methods get to the root of the problem.

What Are The Things We Should Change?

While additional training and resources may be helpful in treating symptoms, we must address the root causes. Primary schooling must be a place where students and teachers can influence their thinking and mindsets. Both must engage with real-world science and math in the same way that scientists and mathematicians are involved with solving current problems.

It is important to make the thinking behind problem solving visible. Practice, identity, and attitudes are far more important than content in this regard.

This requires ITE candidates have exposure to scientists and scientific thought to be able to learn math and science. It is important that they overcome any doubts or fears they have about their abilities and ability to teach these subjects. They must be motivated to learn and engage, not just teach what they find difficult.

Academics and ITE candidates must engage with science and mathematics faculties and research centres in order to achieve this education. These faculties must engage in outreach activities, such as “scientists at schools”.

Current And Relevant Math

Science and math must seen as current and relevant. They should not be archive in a text, or on the internet where we already have the answers. Undergraduate science and math students should expose to teaching as a rewarding career. There is a strong argument that primary teachers should have the necessary training and background to teach science and maths in schools.

If they want to be successful in science and maths in secondary school, primary students must first succeed in understanding and performing science. These are the key elements of the ReMSTEP project (Reconceptualising Maths Teacher Education Programs through collaboration partnerships between scientists, educators) being conduct at Monash, Deakin, Monash and La Trobe universities. This is part of the national Enhancing Pre-service Science and Math Teachers project.

These programs aim to change the mindset of students and teachers of science and math in primary and secondary schools. They explore multiple models that engage ITE candidates in a range of learning and professional practices.