Cramming for exams crowds out practical learning

In a letter to education secretary Michael Gove The Council for Science and Technology (CST) warns of the loss of practical science lessons as schools focus on preparing pupils for written exams. 

The council says that without practical learning, science lessons would be "like studying literature without reading books" and are lobbying for laboratory experiments to be protected in a shake-up of GCSEs and A-levels in England.

The CST, which provides strategic advice to the government says that the focus on exam grades is "pushing inspiring practical work into the margins as teachers concentrate on preparing for examinations". In it’s letter to Michael Gove the council states that practical learning should not be an optional extra but that laboratory based experiments are the "essence of science and should be at the heart of science learning"

The council believes that the changes to GCSEs and A-Levels should provide an opportunity to integrate more practical experiments into school science with teachers encouraged to "devise innovative and challenging practical based science curricula for their students, including more independent, project-based work".

A Department for Education spokeswoman said: "The Council for Science and Technology rightly notes that our reforms 'will give teachers space and freedom' to conduct more experiments and practical’s. By scrapping modules and January assessments, our reforms will end the constant treadmill of exams and leave more time for experiments and practical’s in science. We have also prioritised experiments in our new curriculum. Pupils will focus on practical work in primary school so they are ready to move on to more advanced laboratory work in secondary school."

Accompanying the letter from the CST is a report which argues that there has been a "steady erosion" of laboratory skills in school science over the past 20 years so let’s hope the planned changes provide an opportunity to reverse this trend.

Council for science and technology

http://www.bis.gov.uk/cst

UK Science Teaching Gets Vote Of Confidence - From Pupils!

A recent study commissioned by Wellcome Trust and carried out by Ipsos MORI asked 460 young people aged 14-18 about their experience of science education to better understand their interests and needs. A principle finding of the study is that for the most part pupils give a positive report on their own experience of secondary school science lessons.

Furthermore as a result of this positive classroom experience pupils also have an enthusiastic outlook towards careers in science, it’s a recognition of the great work science teachers are doing to engage and inspire the next generation of scientists.

Key facts from the study are that 82 per cent of pupils surveyed think school science lessons are interesting, and 58 per cent say they are more interesting than maths and English lessons. 82 per cent of young people also consider science to be a good area of employment to go into with 41% stating a level of interest in pursuing a science career.

So a key finding of the study reaffirms what many people already know - that the role of science teachers is absolutely critical in encouraging young people to enjoy, engage with and want to learn science. The irony is that many schools struggle to employ enough appropriately qualified science teachers and according to the Schools Workforce Census in 2012, only 55 per cent of physics teachers had a physics degree, 66 per cent of chemistry teachers had a chemistry degree and 79 per cent of biology teachers had a biology degree which again highlights the commitment of those who are teaching science to help inspire the next generation of scientists and hopefully the next generation of science teachers as well.

Source: Wellcome Trust Monitor

To Review the full report download the ‘Wave 2 research report’ document at the link below:

http://www.wellcome.ac.uk/About-us/Publications/Reports/Public-engagement/WTX058859.htm