Science Roadshow
Each year, more than 640 schools (30% of all schools), 47,000 students (22% of the national cohort of Yr 6–9 students) and 20,000 public visit the Science Roadshow in over 95 city and provincial locations. In fact more than 1.5 million New Zealanders, under the age of 40, have visited the Science Roadshow since its inception in 1988.
The Science Roadshow offers school children (especially Yrs 6-9), their teachers and accompanying parents and wider public visitors a unique, informal, hands-on learning opportunity that:
- excites and enthuses visitors;
- augments and supports STEM curricula, especially science;
- nurtures curiosity and discovery;
- improves motivation and attitude;
- adds to teacher knowledge and resources;
- supports numeracy and literacy;
- encourages social interaction and co-operative learning;
- provides memorable real life contextual elements and exemplars.
Performance Highlights
The Science Roadshow continually monitors and strives to improve its service
Connecting students to science*
- Visiting students [data from 2013 Science Roadshow Student surveys (various)]
- 99% of students feel they learn science at the Science Roadshow (n=154).
- As a result of their Science Roadshow experience (n=154)
- 17% more students would like to do more science at school
- 13% more students think learning science will help them get a good job
- 17% more students believe science is for everybody.
- While more than 76% of students have not seen the science idea presented in an exhibit in that particular way before (i.e. it was a new experience/challenge for the student), after engaging with the exhibit most students are able to interpret and explain the key science idea(s) as well as identify where that idea is used in real life (n=73).
- Factual knowledge gain and recall of our shows is extremely strong (n>1500).
- Student helpers (called Explainers, n=53)
- Learn new knowledge and really like the opportunity of sharing this knowledge and helping with visiting students.
- I have learnt:
- “Lots of things behind everyday science like pressure and forces.” (Wiremu; Kawerau)
- “How to talk to strangers” (Charlie from Howick)
- “A lot of new things about science and this is something I can use in my science class and science fair.” (Aroha; Motueka).
- Teachers (n>112)
As a result of their Science Roadshow visit(s) (2011–2013) - 20% more teachers think their students will be more likely to consider on-going study in science
- 50% more teachers think their students are now more aware of the kind of job opportunities science offers.
- Impact Stories
For Mike Shaw, a visit to the Science Roadshow in 1992 and participation as an Explainer in 1994, resulted in a lifelong passion for science. “The Roadshow had such a profound effect on me at school I decided that sharing and communicating science was always going to be a part of what I do.” Mike is now a Senior Communications Advisor at Plant and Food Research.
From 1999-2007, Kerry Short was a regular student visitor in Matamata. “The variety of hands-on activities really intrigued me and made me realise that science could be exciting — you could actually do things. These experiences started my love of science.” Kerry is now completing her final year of medical school in Christchurch.
In 2013 Lyn Jones of Invercargill learned “All about how electricity works, how much blood the heart pumps per minute, and got to ride a hovercraft!!! :)” We are confident that this experience will help Lyn to remain engaged with science for the rest of her life.
* We are continually sampling a wide range of “interested” stakeholders using one or more of the following tools: Visiting teacher/Principal feedback (on-line questionnaire); Host school contact (phone interview); Parent Helper responses (questionnaire); Explainer Interview; Observation of student engagement and interaction (tracking over time); Visiting student interview; Student Pre-and Post-visit attitudes/interest survey; Measuring change in student knowledge before and after one or more of the shows; Independent Reference Group (on-site review and feedback); Unsolicited letters/email from students or teachers.
- There are major issues affecting primary and intermediate science teaching and learning which are worsening.
- We continue to take proactive steps at the grassroots level by providing powerfully engaging programmes.
- Ongoing funding to support our work is our biggest challenge.
To ensure New Zealand’s future prosperity it is time to think laterally and to combine efforts to promote and deliver positive science learning experiences to all students around the country.