2 . The Science and Technology Facilities Council (STFC) and University of Central Lanca-shire (UCLan) share findings of a project to improve student engagement with science, technology, engineering and mathematics (STEM).
It’s long been acknowledged that students from disadvantaged backgrounds are under-represented in science, technology, engineering and mathematics careers. Now, research conducted by UCLan and funded by STFC shows the causes of this problem and points to innovative solutions. The Blackpool Physics; Inspire, Engage, Research (PIER) project found that primary school children from low socio-economic areas are just as interested in science but lack knowledge about possible science careers.
The PIER project is following a group of pupils as they progress from Grade 6 to Grade 9, using surveys, interviews and other assessments to measure interest in science. These initial findings suggest that attempts to increase science participation among young people should not simply promote the subject as “fun” or “interesting”. Instead, greater impact could be achieved by demonstrating clearly how science can open possible future career opportunities.
Many of the pupils taking part in the study understood that studying science could be useful but few could explain why, suggesting a need for greater education about STEM careers. As well as broadening our understanding of the issue, the PIER project is solving the problem head on. The team has carried out a variety of activities each year for the participants, including “meet the scientists” events, trips to UCLan’s Alston Observatory as well as family science events at school.
Lead Researcher and STFC Fellow in Public Engagement, Professor Robert Walsh, said, “Much government policy towards boosting science in higher education focuses on an assumed lack of interest and desire in low-socioeconomic groups.” However, the enthusiasm is already there and this “hidden science identity” needs to be revealed and translated into real-life prospects for these young people. We’re recommending that programs instead allow young people to explore their science identity more fully and provide innovative ways to discover the jobs that studying science may lead to.
1. What do people generally believe about poor students?
| A．They have no interest in STEM careers. |
| B．They are not engaged enough in science. |
| C．They are more representative of science. |
| D．They have many character disadvantages. |
2. What does the PIER project pay more attention to?
| A．Assessing pupils’ performance. |
| B．Increasing the surveys of pupils. |
| C．Demonstrating the potential value of science. |
| D．Promoting the subject as “fun” or “interesting”. |
3. Why does the team conduct various activities?
| A．To boost science development. |
| B．To meet the pupils’ needs for school events. |
| C．To promote teaching related careers’ development. |
| D．To improve students’ understanding of STEM careers. |
4. What is the best title for the text?
| A．What Is the Definition of PIER? |
| B．Increase Pupils’ Learning Awareness |
| C．How Does the PIER Project Come into Being? |
| D．The PIER Project Helps Poor Pupils Engage in Science |
