Why science animations

It is important that young people think science is for them, even if they do not want to follow a "science" career. However, research, commissioned by the Royal Society, into parental views on a broader and more balanced curriculum showed that there are some misconceptions among parents about the relevance of science to the curriculum. 

The Why science is for me animation aims to better inform students, and as a consequence their parents, about the relevance of their science lessons with the ultimate goal of a greater number opting to study science post-16.

The second animation, Why a career in science is for me, aims to demonstrate to students that there are a wealth of opportunities to study science beyond the familiar subjects of chemistry, biology, physics, mathematics and computing, and indeed beyond the commonly recognised scientific careers of doctor, vet and research scientist.

Both animations are aimed at students aged 11 to 16, however they have successfully been used to engage younger students at primary level with support from teachers.

Why science is for me

This short animation is a tool teachers can use to help demonstrate the relevance of studying science subjects for students’ future decision making and information processing. The animated video highlights that science allows students to gain a broad range of transferable skills useful in many careers. Science is a way of thinking, a way of analysing facts and acting upon this analysis; science isn’t about knowing the answers, it’s about knowing what questions to ask. 

Please also see the accompanying posters pdfs that can found in the Downloads section.

Why a career in science is for me 

This short animation is a tool teachers can use to help encourage those students who really do like science subjects (including maths and computing) but cannot see themselves in a science-based career. Many students struggle to think of more than a handful of scientific careers so this animation demonstrates the wealth of scientific subjects that can be accessed beyond school and the excitement that a career in science can bring. By having a positive impact on the challenges that face our society, a career in science can bring job satisfaction and opportunities for travel and global collaboration. The animation aims to demonstrate that it is not just the facts that students learn in lessons that are important for future scientists, but also those other skills that students develop in investigative work, both in lessons and in extracurricular opportunities.

Please also see the accompanying posters pdfs that can found in the Downloads section.

Further information for teachers                                        

The Equity Compass is a tool designed by YESTEM for those who work with young people and want STEM to support as diverse a range of young people as possible. It has been successfully used by practitioners working in the informal and formal learning sector, as well as policy makers, and can help to identify how and why particular examples of practice may be more or less equitable. The compass can help people to adapt activities and policies so that they contain good science capital and engage the whole school community. This short animation explains how the compass can be used. For more information please visit the UCL webpage on youth equity and STEM.

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