Expert warns of focusing on economy in science push

THE emphasis on increasing young people’s interest in science subjects in school and college should not focus on the economic impact, an expert has advised.

The finding in a report on science education for the Royal Irish Academy calls into question the degree to which Government and industry push the creation of a knowledge economy as the reason for getting more students to pursue science degrees.

In fact, author Philip Matthews points out that there are enough students to fill third-level science and engineering courses. Dr Matthews, who works with Trinity College Dublin’s education department, compiled the report based on a survey of almost 700 transition-year and fifth-year students for the international Relevance of Science Education (ROSE) project.

It found that the great majority of students do not want to become a scientist or to get a job in technology.

Around half of students considered Junior Certificate science to be demanding and difficult, although the survey took place before the introduction of the revised syllabus in 2004 which focuses on children carrying out experiments themselves.

“There is little doubt that school science syllabuses and teaching methods need to change but arguments in favour of change should stand independently of whether they would necessarily lead to wealth creation,” Dr Matthews concluded.

“It should not be forgotten that science education has an important role to play in the general education of all young people,” he wrote.

He said the highest degree of interest among students was in themes involving health, sex, genetics, natural disaster and the origin of life, space and the universe, while girls tend to show a higher degree of interest than boys in most topics.

While concerns have been focused on the actual numbers taking physics or chemistry for the Leaving Certificate, Dr Matthews suggests this might be misplaced.

Meanwhile, a chief examiner’s report on students’ performance in the 2006 Leaving Certificate French exam found that a lot of problems were reported with candidates’ pronunciation in the oral exam, which is worth one-fifth of the total marks in the subject.

It recommends that teachers speak as much French as possible in class, starting from students’ first days at second level and encourage spontaneous use of the language.