the importance of science centres in south africa creating - Saastec

THE IMPORTANCE OF SCIENCE CENTRES
IN SOUTH AFRICA-
CREATING AWARENESS OF CAREERS IN
SCIENCE AT AN EARLY AGE
by
Robyn Rütters

INTRODUCTION
• New Science Centre’s offerings structured to fulfil the objectives of
the Centre relative to the needs of the target audience.
• Start at home
• Exposure to Science- why?
– Encouraging learners to be inspired to study science as a tertiary
education thus choosing Maths & Science as subjects.
– Make Science & Maths & Technology less intimidating
– Improve pass rates
– To stimulate future pioneers in Science = great South African
Scientists

THE HARD FACTS?
• Provincially, the Western Cape registered the highest pass rate in 2011 in
the country at 82.9% followed by Gauteng at 81.1%. The Eastern Cape had
the lowest pass rate at 58.1%.
http://www.ecdoe.gov.za/news_article/310/Matric-pass-rate-improves-to-
702
• The average of Science & Maths results were the lowest of all subjects in
Eastern Cape.
• Local Universities’ Science Schools experienced a slight increase in 2012
applications, however there was no growth in SUCCESSFUL applications.

SCIENCE CAREERS EXPOSURE IN
CENTRES
• Does the exhibits inform children about the
career possibilities attached to the exhibit
• Are children inspired by the possible changes
that Scientific advancement can make in the
betterment of life
• Are the children/ learners more informed
about the requirements to further their
studies in Science?

THE PROCESS
• Formulating questionnaires which will drive
relevant results to substantiate findings and
implementations
• Means of research
• Creating opportunities to assess purpose of
research
• Capturing results
• Calculating Results
• Application

FORMULATING QUESTIONAIRES
• Ensuring questions are posed in an responsive
manner
• Non-Pre-empting Questions
• Making questions age appropriate
• (Target Grade 5 –9)
• Keep it short

MEANS OF RESEARCH
• Video Camera
• Questionnaires
• Capturing Data by means of verbal questions
(Interaction)

OPPORTUNITIES FOR QUESTIONAIRES
• Relaxed environment- any answer is
acceptable in front of peers- not pressured to
answer Science related answers
– Science Birthday Parties (grades 5-7)
– Science Exhibiting at Career Expo’s (grade 9)
– Science Holiday
Programmes (Grade 5-9)

IMPLEMENTATION
• For the purpose of
testing phase – creative
thinking to keep
expenditure low
(Signage, etc.)
• Fun activities in strategic
area, ie. Chemistry
(Making Sherbet)
introduced career
possibilities in
Chemistry.

SAASTA volunteers used strategically in exhibits relevant to
their field of qualification
Eg. Ntombi Introduced as Science Fun Patrol, qualified as
Mechanical Engineer and briefly tell what they do.

QUESTIONS BEFORE
• What do you want to become one day/ What
do you want to study?
• Why?
• What is your favourite subject?
• Which is your worst subject?
• Why?
• What careers are available in Science?

QUESTIONS AFTER
• Did you learn about new careers today?
• What do you think about Science?
• Is there a career in Science you like and which
one?

FINDINGS
• Younger audience were reluctant to answer
questions by means of questionnaires.
• The responses on Video Camera were
enthusiastic and spontaneous with the
younger groups.
• Grade 9’s were more challenging to engage by
means of camera, however the one- on –one
questions at Expo was successful.

FINDINGS PRE TESTING
• Younger audience were reluctant to answer
questions by means of questionnaires.
• The responses on Video Camera were
enthusiastic and spontaneous with the
younger groups.
• Grade 9’s were more challenging to engage,
however the one- on –one questions at Expo
was successful.

FINDINGS
• Media and fame played a major role in Grade
5 to 9 career choices initially-
– Professional Sports
– Actors
– Models
– Journalism
– Laywers

• Toys & Gaming was a influential in majority of
younger boys -
– Architects
– Engineers
– Pilots
– Computer Design (Games)

• Life Experiences (death/illness in the family, fire,
poverty), Inspiration ( Parents, Friends, Taechers,
Idols), Moral Conscience
– Doctor
– Fireman
– Teacher
– Veterinarian
– Ranger
– Farmer
– Business professional

FINDINGS POST TESTING
• Subjects knowledge on careers in Science
were very limited initially.
• Subjects were open and confident to ask
Volunteers questions about their studies and
careers in various fields
• Better understanding of subject choices and
reasoning for the subject choice amongst
grade 9’s- motivational.

CONCLUSION