The SOPHia Project: Science Outreach for Promoting Physics to
Female School Students Gráinne Walshe*, Vincent Casey, Ian Clancy, David Corcoran, Deirdre Ní Eidhin,
Elora McFall and Maria Quinn *Science Learning Centre, University of Limerick Department of Physics, University of Limerick
IOP Higher Education Group Regional Community Meeting Glasgow 12 June 2018
1
The SOPHia Project
2
Female physics students in Ireland (3 year average data, 2013/14 to 2015/16)
0%
5%
10%
15%
20%
25%
30%
35%
Leaving CertificatePhysics
PhysicsUndergraduates
(Irish Universities)
PhD PhysicsResearch (Irish
Universities)Courtesy of Department of Physics, UL
(2017) 3
Irish Leaving Certificate Data
• In 2017, 14% of all students sat Physics and 17% sat Chemistry
• Almost 60% of female students took Biology, while less than 20% took Physics or Chemistry
(STEM Policy 2017)
4
Fitting in or opting out
• Focus on how a sense of belonging relates to women’s interest,
persistence, and achievement in physics.
• Belonging = ‘extent to which individuals feel like a valued, accepted, and legitimate member in their academic domain’
• For all students more belonging correlates to higher self-efficacy,
better grades, better persistence, more motivation
• Low belonging = negative feedback loop
• (Lewis et al. 2016)
5
Some Recommendations for Physics Educators
• Identify and temper cues that perpetuate the “geeky” scientist stereotype • Endorse effort and hard work over brilliance • Teach physics in an engaging fashion • Create expectation that anyone can do physics • Help young people understand the contribution that physics makes
to society and can make to their lives
More generally: • Raise students' awareness of gender stereotypes • Review the options process through a gender lens (Gill and Bell 2013; IOP 2012, 2015, 2017; Lewis et al. 2016, 2017a)
6
Tempering the cues…
• Role models should be within reach of students
• Combatting unconscious bias:
‘Is anyone’s dad an engineer?’
7
The Concept • Aimed at lower second-level females
• Info on female physicists, what physics is about, diversity of careers in physics, demos.
• University students (female and male) telling their stories
8
First Steps… Question 1 Do you think you know much about what
physics is about? (n = 187)
9
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
1 2 3 4 5 (blank)
Not Confident at all, 1 to Very Much, 5
PRE-WORKSHOP %
POST-WORKSHOP %
Question 2: Do you enjoy learning about physics and physics-related topics, eg, astronomy, the weather?
10
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
1 2 3 4 5
Not at all, 1 to Very Much, 5
Pre-Workshop %
Post-Workshop %
Question 3 Do you feel confident about doing and learning physics in school?
11
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
1 2 3 4 5 (blank)
Not at all, 1 to Very Much, 5
Pre-Workshop %
Post-Workshop %
Do you think you are likely to take physics as a subject for your Leaving Certificate?
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
Yes No Maybe Yes No Maybe
Pre-Workshop Post-Workshop
Pe
rce
nt
12
Findings
• Overall improved student perceptions of physics, with shift to higher rating on all items
• Eg, for enjoyment of learning about physics, mode rating was 2 before the workshop (38%) and 4 after the workshop (40%).
• 58% increase in ‘Maybe’ and a 44% increase in ‘Yes’, re intention to take physics for Leaving Certificate.
13
In short
• Preliminary evaluations of pilot very promising re positive impact of school visit
• Unknown whether this translated into better outcomes for subject choices/Hawthorne effect
• Need to upscale and diversify intervention
14
Next Steps
• More ambitious school visit programme
• Student competition for projects
• Showcase event for teachers
• Interactive website for parents, teachers and students, with curriculum-linked activities
• More extensive and robust research activities
15
Thank You!
16
References
• DES. (2017). STEM education: Implementation plan 2017-2019. Dublin: Department of Education and Skills. Retrieved from:
https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-implementation-plan-2017-2019-.pdf
• Gill, T. and Bell, J. F. (2013) 'What factors determine the uptake of A-level physics?', International Journal of Science Education, 35(5), 753-772.
• IOP. (2012). Engaging with girls: Increasing participation of girls in physics - an action pack for teachers. Institute of Physics. Retrieved from: http://www.iop.org/education/teacher/support/girls_physics/action_pack/page_41739.html
• IOP. (2015). Opening doors: A guide to good practice in countering gender stereotyping in schools. Institute of Physics. Retrieved from: http://www.iop.org/education/teacher/support/girls_physics/reports-and-research/opening-doors/page_66438.html
• IOP. (2017a). Improving Gender Balance: Reflections on the impact of interventions in schools. Institute of Physics. Retrieved from: http://www.iop.org/education/teacher/support/girls_physics/reports-and-research/improving-gender-balance/page_69157.html
• IOP (2017b) Improving Gender Balance Scotland: An Action Guide for Secondary Schools. Institute of Physics. Retrieved from: https://www.iop.org/education/teacher/support/girls_physics/resources/file_69811.pdf
• Lewis, K. L., Stout, J. G., Finkelstein, N. D., Pollock, S. J., Miyake, A., Cohen, G. L., & Ito, T. A. (2017). Fitting in to Move Forward: Belonging, Gender, and Persistence in the Physical Sciences, Technology, Engineering, and Mathematics (pSTEM). Psychology of Women Quarterly, 41(4), 420-436.
• Lewis, K. L., Stout, J. G., Pollock, S. J., Finkelstein, N. D., & Ito, T. A. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research, 12(2), 020110.
• STEM Education Review Group. (2016). STEM education in the Irish school system: A report on science, technology, engineering and mathematics (STEM) education. Dublin: Department of Education and Skills. Retrieved from: https://www.education.ie/en/Publications/Education-Reports/STEM-Education-in-the-Irish-School-System.pdf
17