Forum Brief: Science education

GCSE science received a barrage of criticism from a committee of MPs yesterday. Claiming the science curriculum is boring, repetitive and irrelevant, the MPs blamed three exam boards - Edexcel, AQA and OCA, as well as the government-backed Qualifications and Curriculum Authority - for the situation.

Forum Response: Association of Teachers and Lecturers

Gwen Evans, deputy general secretary of the ATL, told ePolitix.com: "It is not the science curriculum that is boring, it's the lack of resources that makes science teachers have to tell pupils what to do, rather than pupils having the resources to carry out experiments in science lessons.

"School science has been suffering from a slow starvation for years. The government needs to put more resources into schools to improve science equipment and staff numbers. Teaching science without a technician is like trying to make bricks without straw. It is no good claiming that Applied Science will solve the problem. Applied Science is only going to work in wealthy schools that can finance the resources needed."If the government seriously believes we need more scientists they will have to start paying the true cost needed to produce quality science."

Forum Response: Professional Association of Teachers

Alison Johnston, senior professional officer at PAT, told ePolitix.com: "Teachers will, of course, be very concerned by this report, and I am sure they will study its recommendations. However, it seems that many of the problems outlined in the report are the result of over-prescription by the government in terms of what and how teachers teach, over-testing - which can have a negative effect on pupils' interest in a subject - and under-funding of staff and resources.

"We are in favour of fewer tests, more continuous assessment and a more flexible curriculum that can develop the skills and meet the needs of all pupils. Teachers need greater professional freedom in teaching content and practice.

"Science graduates can earn much higher salaries and enjoy better working conditions outside education, so their pay and conditions must be addressed. We mustn't forget that there are particularly acute recruitment problems for schools trying to appoint specialist science teachers. We are aware that many schools are delivering the science curriculum with staff who do not have the appropriate specialist knowledge.

"Science technicians too are poorly rewarded for their key role in school science. We welcome the report's calls for greater investment and for technicians' pay levels to be addressed.

"We will be pressing the government to take action on these issues."

Forum Response: QinetiQ

Adrian Mears, technical director of QinetiQ, told ePolitix.com: "Science is an exciting and hugely important subject and QinetiQ, like most of British industry, is very concerned that it should be put over in a stimulating way in schools.

"QinetiQ itself publishes a newsletter each month at www.iqnewsnet.com which explains briefly some of the latest results in science and technology around the world, and why these are significant.

"It primarily serves senior executives and professionals but is also suitable for secondary school children. QinetiQ does this as a public service."

Forum Response: NESTA

Jeremy Newton, chief executive of NESTA (the National Endowment for Science, Technology and the Arts), told ePolitix.com: "At NESTA we actively search for imaginative, new ways of communicating science that break down traditional barriers to learning. For example, a recent award is helping to create Online Jemma - a funky cyber heroine - who aims to challenge the 'white lab coat' image of science and attract teenage girls to the subject through a new online drama.

"We are showcasing young talent through the 'Future Product' awards at the Science Museum, which increase public understanding of science, technology and the arts. The latest exhibition, on display until November, is a highly-popular audio tooth implant that receives digital signals from radios and mobile phones.

"We will remain committed to this effort through our Education programme and by delivering Science Year on behalf of the Department for Education and Skills. Due to its great success since launching in September 2001, Science Year has now been extended to run until July 2003 and will continue to raise awareness of science among young people aged 10-19 years and their key influencers - parents and teachers."