The roles of parents in cultivating children's interest towards science learning, and careers

Kasetsart Journal of Social Sciences 39 (2), 190-196, 2018 This research investigated the opportunities provided by parents to their children with the aim of facilitating science learning and promoting careers related to science. This exploratory qualitative research used the semi-structured interview method with seven parents who were purposely sampled for the study. Their children (16 years old) had just enrolled to study pure science subjects (science stream) such as Physics at the upper secondary level of a rural school. The interview data were transcribed, coded, and categorized based on identified themes. An overall finding was that the parents had positive values toward science. Six themes were identified and were further categorized into two major factors a) parental support and b) parental academic expectations. The parental support factor included being supportive in i) their children choosing the science stream at the upper secondary level, ii) providing assistance in increasing the children's achievement in science subjects, iii) involvement in increasing interest in science iv) involvement in science-related activities, and v) supportive in science-related career choices. The parental academic expectation factor identified the sixth theme, namely the parents' continuous profound interest in their children's achievements in science. These identified factors can help the stakeholders to plan effective educational intervention involving parents' collaboration in increasing the interest of children toward science learning and careers. View at sciencedirect.com

Independent research on Drugs by Owen

Definition. Independent learning is a method or learning process where learners have ownership and control of their learning – they learn by their own actions and direct, regulate, and assess their own learning. Livingston K. (2012) Independent Learning.

"I am always amazed at the quality of work completed when a student chooses how to learn; and they continue to teach me something in return" Tracy Hartshorn

GCSE Summer Tuition

The summer time is an ideal time for taking up tuition. The pressure is off and there's plenty of time to absorb knowledge; the mind is relaxed so revisiting material that was taught in the previous academic year should be a doddle. Following summer tuition students will go back into school ahead of the game and reassured that they understand the previously taught content.

Science is important because although it is often classified as one subject it is in fact three. Three subjects equates to three GCSE's when studied separately. It is also clear that chemistry, biology and physics all support each other so revising and improving the science grade for one can improve grades for all three. As most post-16 courses require five GCSE pass grades it seems to make sense to prioritise science grades.

Students that spend some time with me in the summer usually go on to secure a place with me for the following academic year. As a rule, I am fully booked from October onwards. Year 11 students will see their working grades increase as I monitor and assess progress throughout their time with me.

The resources that I send to students are very specific and address weaknesses in knowledge exactly. I identify weak areas with direct verbal questioning and with the use of exam board questions.

Whether you decide to use a tutor or not, I would always recommend that students are encouraged to revisit and refresh knowledge learnt in the previous year during the summer break. If students can't understand year 1 content then they will find year 2 difficult. BBC bitesize is an excellent resource.