Helping To Bring The Science of DNA Into The Classroom

We are pleased to introduce the second of three new Science Catalogues for 2014 which amongst other highlights includes a big increase in the number of Biotechnology products featured.

Out now, our summer term brochure sees the size of our Edvotek Biotechnology range double and introduces new products such as ‘Mystery of the Crooked Cell’ and ‘M12 Electrophoresis Apparatus’ to a range which already features resources such as ‘What Does DNA Look Like’,  ‘DNA Fingerprinting Made simple’ as well as fundamental pieces of equipment such as PCR machines and UV Transilluminators’.

There’s no doubt that many students possess an inherent interest in the study of DNA, in part fueled by programmes such as C.S.I. but there’s also a belief by some that it’s ‘out of reach’ science for them. This new larger range of biotechnology equipment is aimed to help bring the subject of DNA to life, make it engaging, easier to understand and of course affordable for schools. 

Using biotechnology resources from our range is a great way to make learning engaging and memorable. Our kits take the complex subject of DNA for example and apply the science in a way that helps students to absorb the information, and appreciate its use and value in the real world. There are plenty of studies that suggest children find it easier to learn when they are doing something practical, and biotechnology kits are the perfect way to do this. By expanding our range we hope that in some small way we can help convert students interest in the subject of biotechnology & DNA into learning and understanding of the subject.

Using Forensic Laboratory Products as an Aid to Teaching Science

One of the challenges constantly facing science educators is making their topic relevant. This applies as much to the relevant bodies governing education as to its students.

Science contains a lot of large, complex ideas. Students can often find it hard to engage and relate with these ideas, especially if they cannot see how this knowledge will benefit them in the real world. Students can be very shrewd when learning new topics, and the question 'when will I ever need to know this?' is one that every teacher will surely have heard.

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

Calls For Government Action To Get More Girls Studying A-Level Science.

The government is being urged to launch a nationwide careers service which would work alongside schools to encourage more girls to study science A-levels with the overall aim of increasing the number of women working in science.

Women are under-represented in a number of career sectors including science, technology, engineering and maths and the business select committee is pressing ministers to launch a nationwide careers service to address this under-representation.

The committee's chair, Adrian Bailey MP said: "We need to change the culture in schools which in so many cases presume there is a set of career paths for women.  A young person's influences are their peer group, teachers and parents. It's breaking into these groups to make them aware of the breadth of opportunities available that will make the difference."

The report highlighted inadequacies in the careers advice offered to young women and said the government should set targets for encouraging women into apprenticeships into sectors such as science, technology, engineering and maths where they are perennially under-represented.

The committee shared some worrying facts including the fact that only 20% of A-level physics students are girls, only 5% of fellows at the Royal Society of Chemistry are women and that women represent just 12% of workers in the field of astronomy.

The government has two months to respond to the report findings.

The full report on women in the workplace can be downloaded at the following link:

http://www.parliament.uk/business/committees/committees-a-z/commons-select/business-innovation-and-skills/news/on-publ-women-in-the-workplace/

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

EU Project Aims to Boost Undergraduate Studies in Science

EU Project Aims to Boost Undergraduate Studies in Science

by Increasing Engagement with Science Lessons at School

Across the EU the number of students enrolling in science degrees (especially in physical sciences) has decreased over the last decade. With the objective of reversing this trend an EU funded project 'ESTABLISH' (European Science and Technology in Action Building Links with Industry, Schools and Home) is looking to secondary school classrooms to become the catalyst for change.

11 European countries are collaborating in the €3.8m funded project which brings together a broad spectrum of the scientific community including teachers, parent groups, policy makers and academic researchers with the remit of driving change in classrooms of 12-18 year old pupils.

The project teams approach is to develop and implement innovative Inquiry-Based Science Education (IBSE) units and teacher education programmes which will be adapted for each country across Europe.

Led by Dublin City University with coordination by Dr. Eilish McLoughlin the project aims to drive greater interest in science subjects at school, improve the take-up of science at university and also increase the number of career ready science and technology graduates.

Industry will play a key role in helping inform the project of real life experience of science in day to day applications as the ESTABLISH team seeks to help establish connections between science taught in the classroom and science carried out in industry.

ESTABLISH has already developed a number of new materials and resources  which are focused on developing authentic experiences in science, and to accompany this has also developed education programmes to help teachers adopt these new materials into their existing teaching plans. The project hopes this will help to improve engagement, stimulate learning and promote intrinsic motivation in students, and with the knock on benefit of raising awareness of career opportunities in science and technology.

For more information, please visit:

ESTABLISH

http://www.establish-fp7.eu/