34 teachingscience
Is there a crisis in Australian science and mathematics education? Declining enrolments in upper secondary Science and Mathematics courses have gained much attention IURP�WKH�PHGLD��SROLWLFLDQV�DQG�KLJK�SURÀOH�VFLHQWLVWV�RYHU�WKH�ODVW�IHZ�\HDUV��\HW�WKHUH�is no consensus amongst stakeholders about either the nature or the magnitude of the FKDQJHV��:H�KDYH�FROOHFWHG�UDZ�HQUROPHQW�GDWD�IURP�WKH�HGXFDWLRQ�GHSDUWPHQWV�RI�each of the Australian states and territories from 1992 to 2012 and analysed the trends IRU�%LRORJ\��&KHPLVWU\��3K\VLFV��WZR�FRPSRVLWH�VXEMHFW�JURXSV��(DUWK�6FLHQFHV�DQG�0XOWLGLVFLSOLQDU\�6FLHQFHV���DV�ZHOO�DV�HQWU\��LQWHUPHGLDWH�DQG�DGYDQFHG�0DWKHPDWLFV��7KH�UHVXOWV�RI�WKHVH�DQDO\VHV�DUH�GLVFXVVHG�LQ�WHUPV�RI�SDUWLFLSDWLRQ�UDWHV��UDZ�HQUROPHQWV�and gender balance. We have found that the total number of students in Year 12 LQFUHDVHG�E\�DURXQG�����IURP������WR������ZKLOH�WKH�SDUWLFLSDWLRQ�UDWHV�IRU�PRVW�6FLHQFH�DQG�0DWKHPDWLFV�VXEMHFWV��DV�D�SURSRUWLRQ�RI�WKH�WRWDO�<HDU����FRKRUW��IHOO��%LRORJ\���������&KHPLVWU\��������3K\VLFV��������0XOWLGLVFLSOLQDU\�6FLHQFH��������LQWHUPHGLDWH�0DWKHPDWLFV���������DGYDQFHG�0DWKHPDWLFV�������LQ�WKH�VDPH�SHULRG��7KHUH�ZHUH�LQFUHDVHG�SDUWLFLSDWLRQ�UDWHV�LQ�(DUWK�6FLHQFHV���������DQG�HQWU\�0DWKHPDWLFV���������,Q�HDFK�FDVH�WKH�JUHDWHVW�UDWHV�RI�FKDQJH�RFFXUUHG�SULRU�WR������DQG�KDYH�EHHQ�VORZHU�and steadier since. We propose that the broadening of curriculum offerings, further driven E\�VWXGHQWV·�VHOI�SHUFHSWLRQ�RI�DELOLW\�DQG�SHUFHSWLRQV�RI�VXEMHFW�GLIÀFXOW\�DQG�XVHIXOQHVV��are the most likely cause of the changes in participation. While these continuing declines may not amount to a crisis, there is undoubtedly serious cause for concern.
7+(�&217,18,1*�'(&/,1(�2)�6&,(1&(�$1'�0$7+(0$7,&6�(152/0(176�,1�$8675$/,$1�+,*+�6&+22/6
By John Kennedy, Terry Lyons and Frances Quinn
,1752'8&7,21Is there a crisis in Australia’s science and
mathematics education? There has certainly
EHHQ�VLJQLÀFDQW�PHGLD�FRYHUDJH�RI�WKLV�LVVXH�RYHU�WKH�ODVW�IHZ�\HDUV��WKRXJK�WKH�HYLGHQFH�SURYLGHG�DSSHDUV�FRQIXVLQJ�DQG�DW�WLPHV�HYHQ�FRQWUDGLFWRU\��$�VWXG\�FRPPLVVLRQHG�E\�$XVWUDOLD·V�&KLHI�6FLHQWLVW�FRQFOXGHG�WKDW�DOO�WKH�PDLQ�KLJK�VFKRRO�VFLHQFHV�ZHUH�experiencing continuing and dramatic
GHFOLQHV��*RRGUXP��'UXKDQ���$EEV���������+RZHYHU��WKH�VFDOH�RI�WKRVH�UHSRUWHG�
declines has since been questioned (Ferrari,
������OHDGLQJ�WR�FRQIXVLRQ�RYHU�WKH�DFWXDO�ÀJXUHV��:KDWHYHU�WKHLU�WUXH�VFDOH��LW�LV�FOHDU�WKDW�JRYHUQPHQW�DQG�LQGXVWU\�ERGLHV�EHOLHYH�WKDW�WKHVH�GHFOLQHV�LQ�VFLHQFH�and mathematics education need to be
DGGUHVVHG��
At the senior high scKRRO�OHYHO�D�QXPEHU�RI�UHSRUWV��H�J��$LQOH\��.RV���1LFKRODV��2008; Dekkers & de Laeter, 2001; Hackling,
Goodrum, & Rennie, 2001; Hassan &
Treagust, 2003) point to either a decline
Volume 60 | Number 2 | June 2014 35
The continuing decline of science and mathematics enrolments in Australian high schools
V\VWHPV�DFURVV�WKH�FRXQWU\��7KHUH�are presently ten recognised school-
OHDYLQJ�TXDOLÀFDWLRQV�DGPLQLVWHUHG�E\�HLJKW�LQGLYLGXDO�VWDWH�DQG�WHUULWRU\�JRYHUQPHQWV�DQG�RQH�LQWHUQDWLRQDO�organisation (Masters, Forster, Matters, &
7RJQROLQL���������'HSHQGLQJ�RQ�MXULVGLFWLRQ��VWXGHQWV�YDULRXVO\�start secondary schooling in
either Year 7 or Year 8, aged
12 or 13 years old, and are
legally required to remain
in compulsory education,
employment or training until
WKH�DJH�RI�����3ULRU�WR�������the compulsory school age
YDULHG�EHWZHHQ����DQG����RQ�D�VWDWH�E\�VWDWH�EDVLV��Across all states and territories,
English, Mathematics and
6FLHQFH�DUH�FRPSXOVRU\�VXEMHFWV�XQWLO�WKH�HQG�RI�Year 10 and English remains
compulsory in Years 11 and 12 except
LQ�WKH�$XVWUDOLDQ�&DSLWDO�7HUULWRU\��$&7���6WXGHQWV�JHQHUDOO\�VHOHFW�D�IXUWKHU�WKUHH�WR�ÀYH�RWKHU�VXEMHFWV�IURP�WKRVH�RIIHUHG�E\�LQGLYLGXDO�VFKRROV�WR�FRPSOHWH�WKHLU�VHQLRU�VWXGLHV��$OWHUQDWLYH�FXUULFXOD�VXFK�as the International Baccalaureate
�,%��DGG�D�OD\HU�RI�FRPSOH[LW\��ZLWK�,%�HQUROPHQWV�DFFRXQWLQJ�IRU�DURXQG������RI�WRWDO�<HDU����HQUROPHQWV�LQ�������7KURXJKRXW�WKLV�SDSHU�ZH�KDYH�XVHG�WKH�WHUP�HQUROPHQW�WR�PHDQ�VWXGHQWV�ZKR�KDYH�HQUROOHG�LQ�D�VFKRRO�LQ�$XVWUDOLD�LQ�WKHLU�ÀQDO�\HDU�RI�HGXFDWLRQ�DQG�KDYH�EHHQ�SUHVHQWHG�IRU�PDWULFXODWLRQ�WR�WKHLU�VWDWH�HGXFDWLRQ�ERG\��(QUROPHQW�GRHV�QRW�QHFHVVDULO\�UHIHU�WR�VXFFHVVIXO�FRPSOHWLRQ�RI�WKH�FRXUVH�
An important issue to consider in
interpreting enrolment trends is the
FODVVLÀFDWLRQ�XVHG�WR�UHIHU�WR�WKH�PXOWLWXGH�RI�FRXUVH�RSWLRQV�DFURVV�GLVSDUDWH�HGXFDWLRQDO�MXULVGLFWLRQV��7KH�FODVVLÀFDWLRQ�RI�WKH�´FRUHµ�VFLHQFH�VXEMHFWV��%LRORJ\��&KHPLVWU\�DQG�3K\VLFV��DFURVV�$XVWUDOLD�LV�IDLUO\�VWUDLJKWIRUZDUG�DQG�FRQVLVWHQW��+RZHYHU��RWKHU�6FLHQFH�FRXUVHV�KDYH�EHHQ�LQFOXGHG�LQ�KLVWRULFDO�DQDO\VHV�DQG�FDWHJRULVHG�YDULRXVO\�DW�GLIIHUHQW�WLPHV��7DEOH�����,Q�WKLV�SDSHU�ZH�DOVR�FRQVLGHU�WKH�JURXSLQJV�(DUWK�6FLHQFHV�DQG�0XOWLGLVFLSOLQDU\�6FLHQFH��:H�QRWH�WKDW�ZKLOH�+DVVDQ�DQG�7UHDJXVW��������DQG�$LQOH\�HW�DO���������LQFOXGHG�
in science education enrolments in
$XVWUDOLD�RU��DW�EHVW��]HUR�JURZWK�RYHU�WKH�ORQJ�WHUP��6WXGLHV�LQWR�WKH�VWDWH�RI�Mathematics (Barrington, 2006; Thomson,
������KDYH�UHSRUWHG�VLPLODU�OHYHOV�RI�GHFOLQH�LQ�SDUWLFLSDWLRQ�
7KH�WUHQGV�UHSRUWHG�LQ�$XVWUDOLD�KDYH�EHHQ�HFKRHG�WR�YDULRXV�H[WHQWV�LQ�D�QXPEHU�RI�FRXQWULHV�DFURVV�WKH�JOREH�LQFOXGLQJ�(QJODQG�DQG�:DOHV��6PLWK��2011), France (Charbonnier & Vayssettes,
2009), India (Garg & Gutpa, 2003), Israel
�7UXPSHU���������DQG�-DSDQ��6FKOHLFKHU�& Ikeda, 2009) thus suggesting that the
FDXVHV�RI�WKH�FKDQJHV�PD\�JR�EH\RQG�QDWLRQDO�DQG�FXOWXUDO�ERUGHUV�
,W�LV�LPSRUWDQW�WR�UHVROYH�WKHVH�FRQÁLFWLQJ�PHVVDJHV�DQG�FODULI\�WKH�VWDWH�RI�HQUROPHQW�WUHQGV�LQ�KLJK�VFKRRO�6FLHQFH�DQG�0DWKHPDWLFV�FRXUVHV��7KLV�LV�HVSHFLDOO\�VR�JLYHQ�WKH�LQFUHDVLQJ�UHTXLUHPHQW�IRU�FLWL]HQV�WR�PDNH�LQIRUPHG�GHFLVLRQV�DERXW�VRFLR�VFLHQWLÀF�LVVXHV�VXFK�DV�UHQHZDEOH�HQHUJ\�SURGXFWLRQ��FRUDO�UHHI�GHJUDGDWLRQ�RU�FOLPDWH�FKDQJH��)XUWKHUPRUH��DQDO\VHV�RI�SUHYLRXV�WUHQGV�LQ�$XVWUDOLD�DUH�QRZ�VHYHUDO�\HDUV�ROG�DQG�LW�LV�FUXFLDO�WKDW�SROLF\�DQG�SODQQLQJ�LQLWLDWLYHV�DUH�EDVHG�on the most accurate and up to date
LQIRUPDWLRQ��7KLV�LV�HVSHFLDOO\�WUXH�JLYHQ�WKH�H[SHQVH�RI�HGXFDWLRQ�DQG�WKH�FXUUHQW�FRQWH[W�RI�IXQGLQJ��.HOO\��������
7KLV�SDSHU�SURYLGHV�D�IUHVK�DQDO\VLV�RI�$XVWUDOLDQ�VHQLRU�KLJK�VFKRRO�6FLHQFH�DQG�0DWKHPDWLFV�HQUROPHQW�WUHQGV�RYHU�WKH�ODVW�WZR�GHFDGHV��EDVHG�RQ�UHFHQW�VWDWH�DQG�WHUULWRU\�HQUROPHQW�GDWD��7KH�trends in the participation rates are
GLVFXVVHG�ERWK�LQGLYLGXDOO\�DQG�LQ�WKH�ZLGHU�FRQWH[W�RI�VFKRRO�6FLHQFH��6RPH�RI�WKH�FRQIXVLRQ�VXUURXQGLQJ�WKH�WUHQGV�LV�FODULÀHG�DQG�ZH�VKRZ�WKDW�HQUROPHQWV�LQ�WKH�PDMRULW\�RI�6FLHQFH�DQG�Mathematics courses are continuing
WR�GHFOLQH��7R�IXOO\�XQGHUVWDQG�WKHVH�trends requires a deeper analysis
WKDQ�FDQ�EH�RIIHUHG�LQ�WKLV�SDSHU��KRZHYHU�VRPH�JHQHUDO�FRQFOXVLRQV�DQG�UHFRPPHQGDWLRQV�DUH�RIIHUHG�
%$&.*5281'7R�XQGHUVWDQG�WKH�FRQWH[W�RI�VHQLRU�school enrolments in Australia requires
DQ�RYHUYLHZ�RI�WKH�HGXFDWLRQ�
The declines
seen in most
subject areas
KDYH�EHHQ�RFFXUULQJ�IRU�WZR�GHFDGHV��GR�HYHQ�VPDOO�GHFOLQHV�QRZ�amount to a
crisis?
36 teachingscience
FRQWHQW��$OWKRXJK�WKHVH�FDWHJRULHV�seem clear-cut, to categorise a
SDUWLFXODU�0DWKHPDWLFV�FRXUVH�IDLUO\�UHTXLUHV�DQDO\VLV�RI�WKH�FRQWHQW�RI�FRXUVH�V\OODEXV�ZKLFK��LQ�VRPH�FDVHV��LV�YHU\�GLIÀFXOW��)XUWKHUPRUH��D�VXEVHW�RI�elementary Mathematics courses is not
able to be included in the calculation
RI�$XVWUDOLDQ�WHUWLDU\�DGPLVVLRQ�UDQNV��$7$5���)RU�WKH�SXUSRVHV�RI�WKLV�DQDO\VLV�the Elementary Mathematics group
LV�WKHUHIRUH�VSOLW�LQWR�%DFNJURXQG�0DWKHPDWLFV�DQG�HQWU\�0DWKHPDWLFV�
35(9,286�678',(6�2)�$8675$/,$1�6&,(1&(�$1'�0$7+(0$7,&6�(152/0(176Dekkers, de Laeter and Malone (1986)
EHJDQ�D�V\VWHPDWLF�SURFHVV�RI�WUDFNLQJ�<HDU����VWXGHQW�HQUROPHQWV�LQ�6FLHQFH�DQG�0DWKHPDWLFV�ZLWK�IROORZ�XS�VWXGLHV�DW�WKH�WXUQ�RI�WKH�PLOOHQQLXP��'HNNHUV�& de Laeter, 2001; Dekkers & Malone,
�������7KHVH�UHSRUWV�VKRZHG�WKDW�DV�WKH�SURSRUWLRQ�RI�VWXGHQWV�FRQWLQXLQJ�beyond post-compulsory education
LQFUHDVHG��6FLHQFH�HQUROPHQWV�VORZO\�but steadily climbed to a peak around
�����EHIRUH�IDOOLQJ�DZD\�WRZDUGV�WKH�HQG�RI�WKH�GHFDGH��7KH\�DOVR�IRXQG�WKDW�Intermediate Mathematics enrolments
IROORZHG�D�YHU\�VLPLODU�SDWWHUQ�WR�6FLHQFH�HQUROPHQWV��FRLQFLGLQJ�LQ�WKHLU�SHDNV�LQ�������\HW�$GYDQFHG�
3V\FKRORJ\�DV�D�6FLHQFH�FRXUVH��LWV�XQDYDLODELOLW\�LQ�VRPH�KLJK�SRSXODWLRQ�VWDWHV�DQG�LWV�SURPRWLRQ�HOVHZKHUH�DV�D�VRFLDO�VFLHQFH�KDYH�OHG�XV�WR�H[FOXGH�LW�IURP�WKLV�GLVFXVVLRQ�IRU�WKH�VDNH�RI�FODULW\�
&ODVVLÀFDWLRQ�RI�0DWKHPDWLFV�FRXUVHV�KDV�SURYHQ�WR�EH�HTXDOO\�FRPSOH[��&RXUVHV�WHQG�WR�EH�GHÀQHG�GHSHQGLQJ�RQ�WKHLU�FRQWHQW�RU�RQ�WKHLU�SDWKZD\V�WR�WHUWLDU\�HGXFDWLRQ��7DEOH���VKRZV�WKH�KLVWRULFDO�FODVVLÀFDWLRQ�RI�WKH�Mathematics courses and their general
68%-(&76�$1$/<6('
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Biology
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Background
Terminal Mathematics courses that are not
GHVLJQHG�IRU�IXUWKHU�WHUWLDU\�VWXG\�DQG�GR�QRW�FRQWULEXWH�WRZDUGV�WHUWLDU\�DGPLVVLRQV�UDQN�
Entry
Terminal Mathematics courses that are not
GHVLJQHG�IRU�IXUWKHU�WHUWLDU\�VWXG\�\HW�GR�FRQWULEXWH�WR�WKH�FDOFXODWHG�WHUWLDU\�DGPLVVLRQV�UDQN�
Intermediate Intermediate Intermediate
0DWKHPDWLFV�FRXUVHV�WKDW�SURYLGH�D�VDWLVIDFWRU\�NQRZOHGJH�EDVH�IRU�WHUWLDU\�FRXUVHV�UHTXLULQJ�minimal understanding
High $GYDQFHG $GYDQFHG0DWKHPDWLFV�FRXUVHV�WKDW�SURYLGH�D�VSHFLDOLVHG�NQRZOHGJH�EDVH�IRU�WHUWLDU\�VWXGLHV�LQ�FRXUVHV�VXFK�DV�HQJLQHHULQJ�DQG�SK\VLFDO�VFLHQFH�
Table 2: *HQHUDO�FODVVLÀFDWLRQV�RI�$XVWUDOLDQ�KLJK�VFKRRO�0DWKHPDWLFV�FRXUVHV�
Volume 60 | Number 2 | June 2014 37
OHYHO��,Q�KHU�YLHZ��WKH�PDWKHPDWLFDO�DELOLW\�UHTXLUHG�RI�VWXGHQWV�VWXG\LQJ�DW�WKH�LQWHUPHGLDWH�OHYHO�LQ�VRPH�VWDWHV�ZDV�PXFK�JUHDWHU�WKDQ�DW�WKH�HOHPHQWDU\�OHYHO��\HW�WKLV�ZDV�not necessarily equitably
UHZDUGHG�LQ�WKHLU�ÀQDO�PDUNV��%DUULQJWRQ��������VKRZHG�WKDW�ZKLOH�HQUROPHQWV�LQ�$GYDQFHG�Mathematics seemed to be
UHDVRQDEO\�VWDEOH��WKH�WUHQG�IRU�students to select Elementary
0DWKHPDWLFV�LQ�SUHIHUHQFH�WR�,QWHUPHGLDWH�KDV�SHUVLVWHG�
0(7+2'6
Data Collection
6WDWH�DQG�WHUULWRU\�FXUULFXOXP�DXWKRULWLHV�SXEOLVK�UDZ�HQUROPHQW�GDWD�DQQXDOO\�IRU�HYHU\�<HDU����FRXUVH�LQ�D�YDULHW\�RI�IRUPV�LQFOXGLQJ�PHGLD�JXLGHV�DQG�DQQXDO�UHSRUWV�WR�JRYHUQPHQW��DQG�the national statistics presented here
ZHUH�FRPSLOHG�IURP�WKHVH�LQGLYLGXDO�UDZ�GDWD�VHWV��7KH�\HDU������ZDV�VHOHFWHG�DV�D�6FLHQFH�EDVH�OHYHO�DV�WKH�ZRUN�RI�'HNNHUV�DQG�GH�/DHWHU��������KDG�DOUHDG\�VKRZQ�WKLV�DV�WKH�\HDU�LQ�ZKLFK�SDUWLFLSDWLRQ�UDWHV�SHDNHG�DQG�UHWHQWLRQ�UDWHV�IURP�<HDU����WR�<HDU����VWDELOLVHG�DW�DURXQG������7KHUH�ZHUH�also major curriculum changes in a
QXPEHU�RI�VWDWHV�DQG�WHUULWRULHV�DURXQG�WKLV�WLPH��VR�LQFOXVLRQ�RI�GDWD�IURP�HDUOLHU�\HDUV�ZRXOG�QRW�FODULI\�WKH�HQUROPHQW�WUHQGV�RI�WKH�WZHQW\�ÀUVW�FHQWXU\��7KH�\HDU������ZDV�VHOHFWHG�DV�WKH�EDVH�OHYHO�IRU�0DWKHPDWLFV�HQUROPHQWV��LQ�NHHSLQJ�ZLWK�%DUULQJWRQ�DQG�%URZQ���������VLQFH�FDWHJRULVLQJ�FRXUVHV�SULRU�to this is unreliable due mainly to course
GHVLJQDWLRQV�LQ�9LFWRULD��9LF��
'HÀQLWLRQV�DQG�&RQVWUDLQWV
(DFK�RI�WKH�GLIIHUHQW�VWDWH�DQG�WHUULWRU\�ERDUGV�RIIHUV�6FLHQFH�VXEMHFWV�XQGHU�VOLJKWO\�GLIIHUHQW�WLWOHV��,Q�WKLV�VWXG\��HQUROPHQWV�IRU�%LRORJ\�DOVR�LQFOXGH�HQUROPHQWV�IRU�+XPDQ�%LRORJ\��6RPH�ERDUGV�RIIHU�*HRORJ\��(QYLURQPHQWDO�6FLHQFH��DQG�(DUWK�DQG�(QYLURQPHQWDO�6FLHQFH��DQG�KHUH�WKHVH�DUH�JURXSHG�XQGHU�WKH�WHUP�(DUWK�6FLHQFHV��6LPLODUO\��VRPH�OHVV�VSHFLDOLVHG�6FLHQFH�FRXUVHV�VXFK�DV�6HQLRU�6FLHQFH�LQ�1HZ�6RXWK�
Mathematics enrolments declined
VWHDGLO\�WKURXJK�WKH�SHULRG��+DVVDQ�DQG�Treagust (2003) expanded on these
studies by considering the declines in
6FLHQFH�DQG�0DWKHPDWLFV�LQ�WKH�FRQWH[W�RI�RWKHU�NH\�OHDUQLQJ�DUHDV��./$��
'HNNHUV�HW�DO���������DWWULEXWHG�PXFK�RI�WKH�REVHUYHG�LQFUHDVHV�LQ�ERWK�6FLHQFH�DQG�0DWKHPDWLFV�HQUROPHQWV�WR�LQFUHDVHG�UHWHQWLRQ��SDUWLFXODUO\�IHPDOH�UHWHQWLRQ��LQWR�<HDU�����6RPH�UHVHDUFKHUV��H�J��+DVVDQ��7UHDJXVW��������+DFNOLQJ�HW�DO���������VXJJHVWHG�WKDW�FRXUVH�FRQWHQW�DQG�ÀQDQFLDO�DQG�FDUHHU�LQFHQWLYHV�PD\�EH�NH\�WR�XQGHUVWDQGLQJ�WKH�VXEVHTXHQW�GHFOLQHV��+RZHYHU��studies by Lyons & Quinn (2010) and
Thomas (2000) suggest that the declines
ZHUH�OLNHO\�WR�EH�D�FRQVHTXHQFH�RI�GLYHUVLÀFDWLRQ��ERWK�RI�WKH�DFDGHPLF�DQG�FDUHHU�DVSLUDWLRQV�RI�WKH�H[SDQGHG�Year 12 cohort and the associated
GLYHUVLÀFDWLRQ�RI�FXUULFXOXP�RIIHULQJV��LQFOXGLQJ�WKH�LQWURGXFWLRQ�RI�DOWHUQDWLYH�DQG�YRFDWLRQDO�FRXUVHV��)RUJDV]������E��noted that declines in Mathematics
DSSHDUHG�WR�EH�SDUW�RI�D�WUHQG�DZD\�IURP�PRUH�VSHFLDOLVHG�0DWKHPDWLFV�FRXUVHV�WRZDUGV�HOHPHQWDU\�FRXUVHV��UDWKHU�WKDQ�D�GHFOLQH�LQ�WRWDO�HQUROPHQWV�
$LQOH\�HW�DO���������H[WHQGHG�WKHVH�6FLHQFH�WUHQGV�WR������DQG�VKRZHG�WKDW�IURP������WKH�DFWXDO�QXPEHUV�RI�VWXGHQWV�HQUROOHG�LQ�<HDU����6FLHQFH�FRXUVHV�DSSHDUHG�WR�EH�YHU\�VORZO\�UHFRYHULQJ��+RZHYHU��ZKLOH�WKH�QXPEHU�RI�VWXGHQWV�LQ�6FLHQFH�FODVVHV�JUHZ�VOLJKWO\��WKLV�LQFUHDVH�ZDV�YDVWO\�outstripped by the increasing numbers
RI�VWXGHQWV�FRPSOHWLQJ�<HDU�����7KLV�ZDV�reported as a continued decline in terms
RI�VWXGHQW�SDUWLFLSDWLRQ�UDWHV�LQ�6FLHQFH�
%DUULQJWRQ�DQG�%URZQ���������%DUULQJWRQ�(2006) and Forgasz (2006b) continued
SUHYLRXV�ZRUN�RQ�0DWKHPDWLFV�HQUROPHQWV��VKRZLQJ�WKDW�GRZQZDUG�trends in both Intermediate and
$GYDQFHG�0DWKHPDWLFV�FRQWLQXHG�WR�������ZKLOH�LQ�HOHPHQWDU\�FRXUVHV�HQUROPHQWV�FRQWLQXHG�WR�LQFUHDVH��Forgasz (2006a) reported large
GLIIHUHQFHV�LQ�HQUROPHQWV�LQ�,QWHUPHGLDWH�0DWKHPDWLFV�EHWZHHQ�VWDWHV�DQG�FRQFOXGHG�WKDW�YDULDWLRQ�LQ�VWXGHQW�H[SHFWDWLRQV�RI�GLIIHUHQW�FRXUVHV�PD\�EH�NH\�WR�H[SODLQLQJ�WKH�REVHUYHG�GHFOLQH�in enrolments at the intermediate
Does the
decline in
67(0�VXJJHVW�D�ZHDNHQLQJ�RI�$XVWUDOLD·V�academic
SURZHVV�RU�D�strengthening
through
GLYHUVLW\"
The continuing decline of science and mathematics enrolments in Australian high schools
38 teachingscience
WKHLU�HQUROPHQWV��)XOODUWRQ��:DONHU��$LQOH\���+LOOPDQ���������,Q�WKHVH�DQDO\VHV��WKH�VH[�UDWLR�LV�SUHVHQWHG�DV�WKH�SURSRUWLRQ�RI�IHPDOH�HQUROPHQWV�LQ�D�SDUWLFXODU�FRXUVH��
$XVWUDOLDQ�<HDU����VWXGHQWV�FDQ�DQG�RIWHQ�GR�HQURO�LQ�PXOWLSOH�6FLHQFH�FRXUVHV��KRZHYHU��EHFDXVH�RI�WKH�ZD\�HQUROPHQWV�are reported by the states and territories
it is not possible to determine reliably
WKH�QXPEHU�RI�VWXGHQWV�HQUROOHG�LQ�PXOWLSOH�FRXUVHV��$�VLPLODU�LVVXH�H[LVWV�LQ�determining the total enrolment numbers
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Volume 60 | Number 2 | June 2014 39
It is clear that all the subjects analysed
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0RVW�SUHYLRXV�VWXGLHV��LQFOXGLQJ�'HNNHUV�and de Laeter (2001), used Year 8 as the
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Volume 60 | Number 2 | June 2014 41
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Trends in Advanced Mathematics enrolments
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Volume 60 | Number 2 | June 2014 43
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The continuing decline of science and mathematics enrolments in Australian high schools
44 teachingscience
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���VWXGHQWV��ZLWK�WKH�ORQH�H[FHSWLRQ�RI�Entry Mathematics, has been declining
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Do your
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Volume 60 | Number 2 | June 2014 45
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XSWDNH�RI�6FLHQFH�DQG�Mathematics
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and 12?
The continuing decline of science and mathematics enrolments in Australian high schools
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McPhan, G., Morony, W., Pegg, J., Cooksey, R., &Lynch, T (2008). Maths? Why Not? National Centre otScience, ICT and mathematics educatian for rural andregional Australia (SiMERR Australia), University ot NewEngland.
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Schleicher, A., & Ikeda, M. (2009). Viewing theJapanese school system through the prism of PiSA.Organisation for Economic Co-operation andDevelopment. Retrieved trom http://www.oecd.org/japan/46623994.pdt
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John Kennedy is a PhD candidate at the Universityof New England and is also the Head of Science atSt Andrew's Cathedral Schoai, Sydney.Terry Lyons is Associate Professor of ScienceEducation at the Queensland University ofTechnology, Brisbane.Frances Quinn is a member of the Mathematics/Science/information Technoiogy/PDHPE Teachingand Research Group (TRGj at the University on NewEngland. Within this group, she speciaiises in ScienceEducafion.
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