By Brian Park.
In today’s world, where science and technology are deeply woven into our daily lives, you would expect science education to keep pace. Yet, for some college students, their high school science classes didn’t quite do the job. As part of my doctoral research, I interviewed ten college students in the U.S. with STEM backgrounds to find out just how prepared they felt for postsecondary education and what they wished had been different.
Their insights weren’t just thoughtful, but also a call to action.
The problem: A disconnect between American high school and college STEM
The transition from high school to college is already challenging. But for students pursuing STEM majors, that leap can feel more like a chasm. Despite taking science classes in high school, many students reported feeling unprepared for the academic rigor and conceptual depth of their college courses.
One recurring theme from the interviews was a sense of insufficient knowledge. While students may have passed their science classes, they often did so by memorizing facts rather than developing a deep understanding of scientific concepts. This “check-the-box” approach left many feeling overwhelmed when they encountered college-level expectations, which demand critical thinking, scientific reasoning, and application.
“We knew the facts, but not the why”
Many students described high school science as something you “got through,” rather than something that sparked curiosity. Lab activities often felt scripted. Concepts were rushed. And students rarely had the opportunity to explore “why” something worked. They were too busy trying to recall what would be on the next test.
This lack of conceptual grounding meant that even students who had taken advanced science classes sometimes struggled in college. As one student put it: “We never really had the time to explore. It was just memorize, test, repeat.”
“STEM career guidance was missing”
Another theme that emerged was the absence of meaningful career guidance related to STEM. Students wished they had been introduced earlier to the wide range of careers that science and technology can lead to beyond the stereotypical roles of doctor or engineer. In fact, many weren’t even aware of what STEM meant until they reached college.
Those who had access to mentors, whether teachers, family members, or community professionals, said that made a huge difference. But for others, the pathway to a STEM career was murky at best. Without early exposure to STEM professionals or hands-on experiences, many students simply didn’t see how science applied to real life.
“Science felt like it wasn’t for me”
The issue of representation also surfaced. Several students, especially women and students from underrepresented backgrounds, mentioned that high school science felt “exclusive,” something you did only if you were naturally smart at it. When students didn’t see themselves reflected in science teachers or scientists, it subtly communicated that they didn’t belong in the field.
Unfortunately, outdated teaching methods didn’t help. When lessons were dry, overly theoretical, or disconnected from students' interests and lives, it reinforced the idea that science was for “other” people.
What students want to see change
The students I interviewed weren’t simply critical and offered thoughtful ideas for change:
- Make science classes more hands-on. Students want real experiments, not just worksheets about experiments.
- Show science in action. Relating lessons to current events, health, the environment, or technology helps make it relevant.
- Start STEM career awareness early. Invite guest speakers, organize field trips, or even introduce career exploration modules.
- Teach problem-solving, not just facts. Science is a process, not just an answer.
- Train teachers better. Passionate, knowledgeable teachers made the biggest difference in students’ interest and confidence.
Why this matters
We often hear about the growing need for a STEM-literate workforce. But the pipeline from high school to college and then into a STEM career is full of leaks. If students don’t feel confident, curious, or inspired in high school science, we can’t expect them to thrive in higher education or the workforce.
Science is not just for scientists. It’s a way of thinking critically, solving problems, and understanding the world. We all benefit when students are equipped with these tools regardless of what career they pursue.
A call to action
This research isn’t just about diagnosing problems; it’s about sparking change. We need to rethink how we teach science, not just to prepare students for college, but to prepare them for life.
Science should feel alive. It should feel relevant. And most importantly, it should feel possible for everyone.
