Research by the Royal Society and EngineeringUK reveals that in 2023 only 26% of GCSE students did hands-on practical work at least once a fortnight – this compared to 44% in 2016 and 37% in 2019.
The Science Education Tracker report warns that instead video demonstrations are on the rise and rapidly replacing hands-on practical work and teacher-led demonstrations.
Indeed, while teacher demonstrations have declined from 47% in 2016 to 32% in 2023, videos of practicals have increased over the same period from 39% to 46%.
Ultimately, the report warns: “Among all students in years 7 to 11, the most common form of exposure to practical science was via video: 49% reported watching a video of a practical at least once a fortnight, compared with 44% watching a teacher demonstration, and 38% doing hands-on practical work.”
The research involved 7,256 students in years 7 to 13 in state-funded schools in England. It finds a rising level of demand for practical science work with 68% of year 10 and 11 students wanting to do more – up from 57% in 2016.
Overall, 71% of students say they would like more hands-on practical work in lessons.
Furthermore, when asked what encouraged them to learn science, 52% students in years 7 to 9 cited the prospect of doing practical science. Notably, the study finds that appetite for more practical work is higher among groups with lower levels of engagement in science, including students who say they are not interested in science or who see science as “not for me”.
Indeed, it warns that the “not for me” group is most likely to include girls and makes up 32% of young people surveyed in years 7 to 13.
Professor Ulrike Tillmann, chair of the Royal Society’s Education Committee, said: "The wonderful thing about science is that it has a practical side. It is not just in your head, you can touch and feel it – whether in the classroom or as part of everyday life. Access to effective hands-on learning that students can tangibly connect to the real world will help make science feel more relevant and meaningful and provide valuable skills. The present situation means many young people may emerge from school without a sound appreciation of scientific methods, which are crucial for understanding how science works and being able to engage with scientific issues."
Elsewhere, the tracker shows a drop in student interest in science and computer science subjects. Interest in science at school has declined from 76% in 2019 to 71% for years 7 to 9 – and a clear gender gap has developed.
In 2019, boys and girls in this age group were closely aligned in interest (77% vs 75%), but while interest has since dropped slightly to 76% for boys, there is a sharp fall to 65% for girls.
The research suggests that a lack of confidence or perceived ability in the subject is affecting interest in STEM subjects and careers, particularly among girls. The perception that science is difficult is cited as the main barrier in years 7 to 9 by 50% of girls compared to 31% of boys.
Students are also increasingly less inclined to pursue a STEM career as they get older. For those in years 10 to 13 not interested in a STEM career, 57% of girls say this is because they don’t enjoy the subjects (41% for boys) and 38% say they don’t feel they are good at them (20% for boys).
For students in years 10 to 13 who are interested in a STEM career, motivating factors include pay, societal benefits, and wanting to help others. The report suggests that this indicates a need for students to be better informed about the range of STEM career options available.
Dr Hilary Leevers, chief executive of EngineeringUK, said: "We need hundreds of thousands more people entering STEM careers to get on track to meet net zero, to improve sustainability, and for the UK to prosper. The evidence of a declining interest in science is a serious wake-up call. It is clear that any future government must ensure that science and computer science are taught in a way that better interests students and boosts rather than undermines girls’ confidence."
Commenting on the study, Sarah Hannafin, head of policy at the National Association of Head Teachers, suggested the decline in hands-on practical science could be due to shortages of specialist science teachers or technicians, as well as a result of government reforms which saw a new approach of assessing practical work using written exam questions rather than controlled assessment.
She continued: “Ofqual set the number of practical activities exam boards must require students to complete at no lower than eight in individual sciences and 16 for combined science – but other content was increased to take up the slack, meaning schools may struggle to find time within the packed curriculum to go beyond the minimum.
“This appears to be another example of the government’s obsession with elevating written exams above all else, which we have long argued against and which does not always fairly reflect the ability of all students.”
- Hamlyn et al: Science education tracker 2023, Royal Society, EngineeringUK, April 2024: https://royalsociety.org/news-resources/projects/science-education-tracker