Cutbacks in Science Subjects at Second Level

Some Irish secondary schools are being forced to stop teaching chemistry and physics because of cutbacks to staffing levels. However, those subjects are easy targets because we don't do enough to promote the study of science in general.

According to an ASTI survey published today (conducted by Millward Brown):

• 47% of schools surveyed (151 took part in the research) had dropped one or more subjects at Leaving Cert level since 2009.

• Of those schools which dropped subjects, 23% dropped Accounting, another 23% dropped Economics.

• 21% of schools have stopped teaching Physics at Senior Cycle level.

• 15% have stopped teaching Applied Maths.

• 11% have stopped teaching Chemistry.

• 32% of schools report significant levels of overcrowding in Biology classes at Leaving Cert level.

• 48% of schools say they will drop one or more subjects at Junior Cycle in 2012.

• 64% say they will drop one or more subjects at Senior Cycle.

• The top three subjects to be dropped? Accounting, Chemistry, Physics.

At a time when we are trying to promote the study of science at 2nd and 3rd level, funding cuts are making it more likely that students will attend a school where they will not be able to study all of the sciences. While Biology remains available to most students (although increasingly in overcrowded classrooms and labs), it is only because of its relative popularity when compared to Phyisics and Chemistry.

According to figures released by the State Examinations Commission, 30,349 students took Biology Leaving Cert exams (at either level) in 2011. This compares to 7677 for Chemistry and 6516 for Physics.

While cutbacks in funding are undoubtedly part of the equation, the popularity of these subjects is also relevant. If 30,000+ students were studying chemistry and physics they might not have been dropped as readily. We need to do more to make science in general an appealing subject choice at 2nd level and certainly, cutting availability of the subject is not the way to go.

The survey doesn't go into it, but it would be interesting to see the gender breakdown. Are chemistry and physics being dropped across the board or are they more likely to be dropped in girls-only schools? It would be interesting to find out.

Has your school dropped science subjects? Let us know by adding a comment below

Transitional changes

The Higher Education Authority (HEA) of Ireland the National Council for Curriculum and Assessment have issued their report on the "From Transaction to Transition" conference which took place earlier this year and examined the transition of students from second to third level.

The Minister for Education and Skills, Ruairí Quinn, has welcomed the report and has called for an open debate on the full range of possible options for change and improvement.

Minister Quinn said: "I want in particular to publicly thank both organisations for the speed with which they have responded. In addition, their report is focused, compact and explicit in its recommendations".

The Minister said that he agreed with the overall thrust of the report. "There are a number of issues I have asked the HEA and NCCA to consider further in consultation with the State Examinations Commission (SEC) and higher education institutions.

"I have requested the HEA and NCCA, in partnership with the SEC and higher education institutions where appropriate, to now begin advancing the recommendations."

The report makes a number of important recommendations, a few of which are outlined here.

• The report reiterates the importance of completing the ongoing curriculum review for Biology, Chemistry and Physics at Leaving Certificate level to incorporate "new methods of assessing scientific knowledge and skills".

• The authors suggest e-learning and inter-school collaboration be examined as new ways to increase learners' access to a broad range of subjects at senior cycle level.

• The NCCA and State Examinations Commission will be asked (possible with the support of an independent agency) to assess and address and problems with predictability in the Leaving Certificate exams - an attempt to prevent students 'guessing' what is due to appear on the exam.

• The current 14-point system of grading exams (A1, A2, B1, B2, etc.) will be replaced with an 8-point system (A1, A2, B, C, D, E, NG).

• Research will be carried to assess what impact the compulsory inclusion of maths and english in the calculations for CAO 'points' would have.

• The academic year at third-level should be extended to accommodate the "incorporation of transversal skills without compromising discipline-specific content and academic rigour". The authors propose that since the action "does not require any changes to existing contracts" implementation at first-year should start immediately.

• There should be broader entry to undergraduate programmes at third-level with students specialising after first-year.

The full text of the short report is worth reading.

Many of the proposals fit with proposals outlined in the Hunt Report of this year, especially the movement towards a broader first-year curriculum which includes training in generic and foundational skills and are to be welcomed.

The proposal to extend the undergraduate academic year may well have some virtue but for many in the third-level sector the summer months are an opportunity to focus on research and writing which has been sidelined during the year. Any changes to the duration of the academic year, I would argue, needs to be carefully balanced to ensure research output does not suffer. Given the link between ongoing research and good teaching, this is crucial.

Debating Science

Organisers of a cross border science debating competition have announced that they will once again be funded by the Wellcome Trust to continue their work this year.

Wellcome Trust, the largest independent charity in the United Kingdom has just announced that it will support the Debating Science Issues (DSI) project for a fifth consecutive year with a People Award.

DSI is a cross border schools science debating competition involving 9 collaborating partners:  the Regenerative Medicine Institute (REMEDI) at NUI Galway, W5 in Belfast, Biomedical Diagnostics Institute (BDI) at DCU, Royal College of Surgeons Ireland, CRANN at TCD, CLARITY at UCD, the Centre for Cross Border Studies in Armagh, Cork Institute of Technology and Alimentary Pharmabiotic Centre at UCC.

Co-ordinated by REMEDI’s Outreach Officer Danielle Nicholson, this All-Ireland competition encourages young people to engage in debate on the cultural, societal and ethical implications of advances in biomedical science.  Schools taking part initially receive a 3 hour biomedical, bioethical workshop to facilitate discussion on the ethical issues raised by stem cell research, genetically modified food, nanotechnology, health and self-testing kits or flu vaccinations.

>>> Watch a video from the 2010 Event
School students research further in preparation for the debate motion related to the initial workshop using a Student Pack of topic guides.  From there, the debate motions circulate so that students debate on an array of controversial topical issues.

‘For 2012, we will create a new topic guide surrounding the funding allocation made to develop treatments and research rare diseases.  We are developing a dedicated DSI website too.’ enthused Danielle Nicholson.

Boston Scientific, Abbott Ireland, Merck- Millipore and Pfizer Ireland sponsor the provincial trophies and prizes.  Forty eight schools will be involved this year.  Updated Topic Guides will be available for download on our websites very soon.  For more information please you can contact [email protected]

Follow DSI on twitter: @DebatingScience

Primary School Science Contest Launched

Primary school students from all over Ireland are being asked to get their scientific thinking caps on and investigate the wonders of science and maths to win some great prizes.

Organisers are looking for pupils from 3rd class upwards to demonstrate the everyday value of understanding science and maths through project work and learning based on the science curriculum, with pupils choosing to design a project from one of four categories; living things, materials, energy and forces or environmental awareness and care.

The competition is sponsored by telecommunications giant Ericsson in association with development agency Atlantic Corridor.

Schools must register their interest in the competition between now and December 23rd. All entries received between now and then will go into a draw for a laptop computer for their schools. Final competition winners in each category will receive a prize of €2,000 with additional prizes for runners up. There are three categories for schools to enter, with 3rd and 4th Class being paired together as well as a separate competition for 5th and 6th Class pupils. There is also a category for Special Needs schools.

Micahel Gallagher, MD of Ericsson in Ireland said his company was delighted to sponsor the competition. "In Ericsson, we are committed to Ireland in the long-term and  as a technology leader  we  feel it appropriate to also help plant  some of the  seeds of the future of our knowledge economy. Given the wonderful experiences from the first competition, I’m very hopeful that this competition will give many young students a taste of the enjoyment and sense of achievement to be had in the world of science and engineering. I am also hopeful that many of them will want to pursue these interests in science and technology further with Ericsson some day in the future. A vibrant and sustainable knowledge economy will benefit all."

Atlantic Corridor, through its international links and partnerships with national agencies like Discover Science and Engineering, has developed a strong suite of programmes and initiatives to promote STEM - science, technology, engineering and maths education.

Jackie Gorman, CEO of Atlantic Corridor said “The competition is a wonderful opportunity for primary schools and we are pleased to be running this event in association with our 2012 STEM Conference and a number of other initiatives over the coming months, with which we plan to make a positive and meaningful  impact in science and technology education. It is wonderful to be working again with Ericsson, who have played such a key role in developing the knowledge economy in Ireland. We share a common objective in our work which is to generate greater interest in STEM subjects and skills, which are vital for Ireland in seeking to compete internationally for investment, growth and innovation. The closing date for registration of interest is December 23rd 2011 and 6 regional finals will be held across the country in the month of February 2012, with the national final in Athlone in March. We look forward to the competition and we encourage as many students and teachers as possible to engage in this exciting opportunity. ”

Further details on the Science Competition, the 2012 Atlantic Conference and a range of other initiatives promoting STEM can be found on www.atlanticcorridor.ie

Image: Katie McGrath, St. Peter's National School, Athlone with Michael Gallagher, Managing Director of Ericsson in Ireland,  launching the Ericsson National School Primary Science Competition in association with development agency Atlantic Corridor.

Public Sector Reform

From a first look at the Public Sector Reform document published today, the following would seem to have an effect on Higher Education, Research and Science sectors:

The Irish Research Council for Science, Engineering and Technology will be merged with the Irish Research Council for the Humanities and Social Sciences. They will form a single entity under the Higher Education Authority.

Awarding bodies FETAC, HETAC and NQAI are all to be amalgamated under the plans.

The government is to instigate a "critical review" of a larger number of state agencies, with an aim to report back in June 2012 on suggestions to:

• absorb the Advisory Council for Science, Technology and Innovation into the Department of Jobs, Enterprise and Innovation.
• absorb the Office of Chief Scientific Advisor to the Government into Science Foundation Ireland.
•  merge the Environmental Protection Agency with the Radiological Protection Institute of Ireland

Excuse all the links but in some cases it's interesting to remind oneself what some of these agencies/councils/offices do.

Science in Stone

Hidden away in the courtyard of a building close to Cork's Saint Finbarre's Cathedral is a unique reminder of Cork's scientific heritage crafted by one of Ireland's greatest craftsmen.

The piece is made up of 3 individual limestones panels each measuring 74 x 94 cm. Arranged one above the other, with a chiselled limestone surround the panels are unmistakeably the work of the Cork stonecarver Seamus Murphy.

Born near Mallow, Co. Cork in 1907, Murphy went on to become an award winning sculptor and stone carver, crafting some of Ireland's most important public art - including the O'Donovan Rossa plaque and Countess Markievicz bust at St. Stephan's Green, Dublin; the bust of Michael Collins at Fitzgerald Park, Cork.

From top to bottom, the Crawford panels are:
CEIMHIOCHT A FISIC, bearing the symbols of chemistry and physics.
INNEALTÓIREACHT, bearing the symbols of engineering.
FOIRGNÍOCHT, bearing the symbols of building and construction.

The work is located at the Crawford College of Art and Design on Sharman Crawford Street, Cork and is a reminder of the former use of the building - as the Crawford Technical School (built as the then Cork Municipal Technical Institute in 1909).

The institute was built on a site donated by Mr. AF Sharman Crawford (whose grandfather was William Crawford of Lakelands who had already proven himself a great benefactor of science and art on Cork), Chairman of the Cork Technical Instruction Committee and a managing director of Beamish and Crawford, brewers.

The old Arnotts brewery that previously occupied the site was partially demolished and a new building of Little Island limestone, brick from Ballinphelic, Co. Cork, Galway granite, as well as marble from Connemara, Cork, Mitchelstown and Beaumont Quarry in Ballintemple was erected.

From November 1911, the Institute taught electrical and mechanical engineering, building construction, typography, painting and decorating, chemistry, domestic science, carpentry, plumbing, botany, tailors’ cutting, cooking, laundry, shirtmaking, dressmaking, millinery and needlework.

Seamus Murphy's stonework was installed in  1967 and now serves as a permanant link between the Crawford Technical School and the Crawford College of Art and as a tribute to the philantrophic activities of several generations of the Crawford family in art and science.

Unfortunately, while the artwork has survived well, despite being exposed to the elements for over 40 years it is now almost obscured from view by an unsympathetically positioned metal smoking  shelter. Surely such a fine piece of craftsmanship should be worthy of a little bit more respect?

As we begin Science Week 2011, the theme of which is 'Chemistry of Life' we could do worse than reflect of Murphy's interpretation of the science in stone.

Lifetime Lab “Chemistry It’s Elementary” Show

Cork primary school pupils will help celebrate 2011 as the International Year of Chemistry with Lifetime Lab as “Chemistry Its Elementary” comes to Cork Institute of Technology on Thursday October 20th and Friday 21^st October.

Over 1200 school children from across the city will  journey from alchemy to chemistry on a whistle stop tour of gases and the states of matter, density, acids and bases, chromatography, crystals, metals, fireworks and much more over.

 

“Chemistry Its Elementary” introduces primary school pupils to the elements, the building blocks of our universe, beginning with Hydrogen and finishing with Calcium. It’s Elementary showcases chemistry through lots of activity and interaction, offering an introduction to the periodic table and the first twenty elements; where they are found and the  quirky things they do. There will be lots of experiments and information about the elements, their properties, their occurrence and their uses with many of the experiments suitable for teachers to recreate in class.

Mervyn Horgan, manager of Lifetime Lab said “We were looking for an event to mark the international year of chemistry and received fantastic support from MSD, CIT and PharmaChemical Ireland when the idea was discussed; through close collaboration and synergy Lifetime Lab is able to bring a marquee science event to a large Cork audience, we also included transport to and from the venue making the event more accessible and attractive for schools to participate”.

“Chemistry - It’s Elementary “will be at Cork Institute of Technology on October 20^th and 21^st with three shows per day 9.30am,11.00am and 12.30pm.Further information is available from Lifetime Lab at 021 4941500 or [email protected]

UCC appears in How I Met Your Mother

So, lots of people are familiar with the hit US comedy 'How I Met Your Mother'... a story about a group of New York friends and their antics. 

Perhaps the character who has reached cult status from the show is one Barney Stinson played by Neil Patrick Harris. Imagine the surprise then, when we see Barney show an image of University College Cork's Quadrangle at the start of his "College... it's a confusing time" presentation during the latest episode (Series 7, Episode 5, about 8 minutes in).

Given that UCC is Ireland's only five-star university, its natural he would have chosen such an image! As Barney would say, Legend....ary!

UCC Quad on HIMYM

Mallow Science and Maths Fair

The Teaching and Learning Dept. of University of Limerick will host Mallow Science and Maths Fair this Sunday 16th October from 12 noon to 3.30pm.

And what is the Mallow Science and Maths Fair?
An action-packed fun day for all the family, with many attractions:
Chemistry Magic Show
Planetarium
Live demonstrations and interactive displays
Stars and Planets Show
Superheroes Talk…
Who wants to be a Maths Millionaire/..
Balloon Rocket Car...
Give-away items, entertainment and lots, lots more ….

This event is free of charge and booking is not necessary
For further information contact: the NCE-MSTL at 061 234786

Check out the poster for the event here (pdf).

Irish Young Scientist Wins Top EU Prize

Alexander with his project in Helsinki

Alexander Amini, the winner of Ireland's BT Young Scientist Award for 2011 has scooped the top European Young Scientist Award in Finland today.

Alexander's work looked at collecting and analyzing huge quantities of sensor data taken from tennis courts and discovered a technique for automatically distinguishing between 13 different types of tennis stroke with a 96% accuracy. His findings are relevant to a variety of motion assessment scenarios in sports, physical therapy and emergency responses.

Although technology already exists to measure some of the tennis strokes, Alexander's system can measure much more. Speaking after winning the Irish award, the young scientists said: "I am very proud and happy.I could never have imagined this would happen. I spent about four months working on this project," he said.
"My father taught me tennis and was very into technique and this inspired me."

In total, 3 first place awards were made, with young scientists from Lithuania and Switzerland also taking the top prize. Winners were announced at a ceremony in Helsinki and on the competition's Twitter stream. Alexander is a student of Castleknock College in Dublin and will be awarded a €7,000 prize fund. That's on top of his cheque for €5,000 which he receives for winning the Irish Young Scientist Competition.

David Puttnam on Educating for the Digital Society

Film director, Labour Peer and noted educationalist David Puttnam spoke at University College Cork this week in a talk entitled Educating for the Digital Society: How Ireland can raise its game and how its universities can help?

In a broad ranging and entertaining talk and discussion, Lord Puttnam struck an optimistic note but did not shy away from stating the problems plainly. Puttnam made a decision some fourteen years ago to leave the world of cinema where he had worked for 30 "happy and, I hope, very productive" years in engage with a very different world of public policy. In that time, he says, he has had "no regrets".

If he had "one disappointment", the BAFTA-winning director and West Cork resident said "it's the growing absence of what is probably best described as wisdom" in the society around him.

"Developing that kind of wisdom in the current social, political and media environment is far from easy. 24/7 news cycles, economic and employment figures that are scrutinised every quarter, or in Ireland's case, every fortnight. A world so interconnected that a slip of the tongue in one hemisphere can literally reek havoc in another".




Speaking at the invitation of Ionad Bairre, the Teaching and Learning Centre at UCC, Puttnam said his work in education has been very rewarding because "it has offered me the opportunity to engage with people who, every single day of their working lives are attempting to mould the building blocks, the quality of which will determine our ability to secure our own future - the next generation of teachers."

Using a military metaphor, he described teachers as the only infantry in a war between "our largely failed present and the possibility of an altogether more imaginative, and I hope more innovative future."

"One of the problems with our current system, especially in the UK," according to Puttnam, "is that the 'Chalk and Talk' model has been carried through to a point where it is now very, very close to its sell-by-date".

Resistance or reluctance to fully embrace digital innovation in the classroom, he said,  means that an "increasing disparity has opened up between life in the lecture hall or classroom and the daily experience of technology beyond the college gates".

"Surely few of us would dream of going to a doctor who was less than conversant with the very latest developments in whatever ailment we believed ourselves to be suffering and yet we found it incredibly difficult to persuade policymakers that if we are to win back the trust of you who are already students,then we need to engage far more effectively with your world, the students world. We need to view technology, and the way in which they relate to it, through their eyes."

In a message to the next generation of educators, Puttnam stressed the importance of the authenticity of teachers:

"It is vital for teachers to remember that, no matter how gifted or charismatic they may be, they will never successfully influence or teach anyone who doesn't believe them to be utterly authentic. Authentic in the sense that they hold on to and exemplify the values that they teach. Of all the things I've learned in dealing with the teaching profession in the last 15 years,  that is probably the most singly important."

Importantly, he said, if we always do, what we've always done, we can expect the same results:

"Merely digitising old practices is, in effect, simple seeking to get the same or similar results only faster. If all you do with technology is use it to support existing methodologies and practice, then why and on what possible basis would you expect to get new or better results?"

"Digitising what is and developing a digital pedagogy" are two totally different ways of looking at the problem, according to Puttnam.

Finally, Lord Puttnam outlined 6 crucial lessons for educators and society in general:

1. Getting education right should be the number one priority.
2. No education system can be better than the teachers it employs
3. Ongoing teacher training is essential. "It is absurd", Puttnam noted "that you can graduate in a subject aged 24 and still be relevant at 44 or 64 [without ongoing training]"
4. Educating women is essential. Educated women are the fulcrum around which you can build educated families.
5. Government must spend a minimum of 7% GDP on education. All other spending should be designed to make this happen.
6. Teachers and pupils work best in surroundings they are comfortable and respect. The physical infrastructure of some primary and secondary schools should be a cause of national shame.

'Drink deeply of the nectared cup of science': Woodroffe and the Cork Anatomists

Co-inciding with the annual meeting of the UCC Medical Faculty and Alumni Association, the Jennings Gallery at University College Cork Medical School will host an exhibition entitled "An Anatomical School in Cork - John Woodroffe and the Cork Anatomists".

It will be a celebration of the Bicentenary of the first Anatomy School in Cork, founded by John Woodroffe, Surgeon of the South Charitable Infirmary, in 1811, together with an exploration of the contribution of Cork anatomists to the development of anatomical illustration in the 19th century. The exhibition will run from September 15th to October 3rd 2011.

Woodroffe founded the school in Margaret Street Cork and the exhibition will examine his life as a teacher of anatomy, a passionate devotee of epic art and a successful and committed surgeon.

Woodrooffe's former school at 18 Parnell Place, Cork. Seen here on the right of the image. After years in a derelict state, the top floors of the facade were rebuilt and the remainder became part of an (as yet) unopened hotel development. (Image: Septemer 2008, archiseek.com)

By 1828, the school was transferred to Warren's (now Parnell) Place, Cork to a building which (the facade at least) is still standing. At Warren's Place Woodroffe taught Anatomy and Physiology. Henry Baldwin Evanson, Charles Yelverton Haines and Edward Richard Townsend taught Materia Medica, Medicine and Surgery respectively. In keeping with the central nature of plants to medicine, Thomas Taylor was employed to teach Botany.

Michael Hanna, Chair of the Gallery Committee notes that "Woodroffe's contemporaries called it the first 'permanent' school of anatomy in Cork. It gave rise to others and to an unbroken link with the founding faculty of medicine in Queens College Cork".

In the Quarterly Journal of Foreign and British Medicine and Surgery (and of the Sciences connected with them) from 1822, the journal notes the growth of Woodroffe's school in Cork:
"We understand that of late regular courses of lectures have been delivered at Cork by Dr. Woodroffe, on Anatomy, Surgery, Midwifery and the Theory and Practice of Medicine.
Dr. Woodroffe, who sems a clever, enterprising man, and, as we are informed, an excellent lecturer, also gives popular courses on Physiology, and the Anatomy of Painting. We wonder why Dr. W. has the whole monopoly of lecturing."

Always keen to bring science to a more public audience, as an introduction to the study of science, the following qoute of Woodroffe's takes some beating:

"... and why may not I presume to hope, that there are among you some, who, by pursuing a similar plan, in a science which presents to your view such ample materials for investigation, may yet fathom the deep recesses of the mind, detect the subtile agent which directs the phenomena of thought and intellect, or make such discoveries in the obscure and unexplored regions of Physiology, as may transmit your names with honour to posterity, and consecrate this humble spring where you first inbibed the pure elements of science. With such incitements your labours must not, cannot, relax; while youth and energy are yours, ere care shall make its fatal inroads in your hearts, or worldly pursuits prevent your better feelings, let me implore you to devote yourselves religiously to the important task of study; drink deeply of the nectared cup of science; her lucid beams will guide you through your perilous course, and gild with eternal sunshine your future prospects; in after years you will enjoy the proud superiority of a good education, and rest assured that your intellectual acquirements, like the Eagle's plumage, will not only adorn, but support you in your flight." (Cork  Merchantile Chronicle 15 Nov, 1815)

"Plant Science has never been more important"

The work of Plant Scientists is crucial to our long-term survival, according to a hard-hitting letter by an international group of botanists and crop scientists published this week.

After an online consultation, the authors have drawn up a list of 100 important questions that urgently need to be addressed by the next generation of plant biologists.

"Plant science has never been more important" the authors state. Global challenges including the production of abundant safe and nutritious food, shelter, clothes, fibre and renewable energy can only be met, according to the authors, "in the context of a strong fundamental understanding of plant biology and ecology, and translation of this knowledge into field-based solutions".

In order to see what questions plant scientists should be considering, the authors compiled a list of 100 important questions facing plant science research.

The top-ten questions are:

• How do we feed our children's children?

• Which crops must be grown and which sacrificed, to feed the billions?

• How can we deliver higher yields but at the same time reduce environmental impact of agriculture?

• What are the best ways to control invasive species of plants, pests and pathogens?

• Should GM crops require special regulation?

• How can plants curb global warming?

• How do plants contribute to maintaining human life on earth?

• What will be the new scientific approaches central to plant biology in the coming century?

• How do we ensure that society appreciates the importance of plants and how can we attract the "best and brightest" into plant science?

• How do we make sure sound science informs policy decisions?

"Plant science is central to addressing many of the most important questions facing humanity", the authors conclude. The importance of plants also extends well beyond agriculture and horticulture as we "face declining  solid fuel reserves, climate change, and a need for more sustainable methods to produce fuel, fibre, wood and industrial feedstocks".

The authors note that training new plant scientists is essential given the central role they will play in the future:
"As plant science becomes increasingly important, we need to attract the brightest and best to careers in plant research. School education does not include the most interesting or relevant aspects of plant science, and discourages young people from studying the subject at university. This is indefensible in a world with such a strong requirement for outstanding plant scientists, and steps should be taken to put it right".

The authors are clear on the importance of plant science research and future plant scientists:
“Everyone knows that we need doctors, and the idea that our best and brightest should go into medicine is embedded in our culture.  However, even more important than medical care is the ability to survive from day to day; this requires food, shelter, clothes, and energy, all of which depend on plants.

“Plant scientists are tackling many of the most important challenges facing humanity in the twenty-first century, including climate change, food security, and fossil fuel replacement.  Making the best possible progress will require exceptional people.  We need to radically change our culture so that ‘plant scientist’ (or, if we can rehabilitate the term, ‘botanist’) can join ‘doctor’, ‘vet’ and ‘lawyer’ in the list of top professions to which our most capable young people aspire.”

You can read the letter, published in the New Phytologist here.

Public and Private Science: It's all about perception

The recently published results of the Public Attitudes to Science (PAS) survey in the UK suggest that industry needs to do more to promote science.

The PAS survey, conducted by IPSOS MORI in association with the British Science Association and the UK Department for Business, Innovation and Skills, found that there was a major disparity between the trust that the public placed in scientists working in the public and NGO sector and that placed in private-sector scientists.

When asked whether they trusted scientists to "follow any rules and regulations" 83% said they trusted scientists working in a university. There was also a large amount of trust placed in scientists working for the Government (72%), environmental groups (72%) and charities (76%).

However, when asked about industry scientists, just over half (56%) had the same amount of confidence in scientists doing the right thing.

This trust in university-based scientists is, as the PAS survey notes, in spite of the involvement of academics in the recent "climategate" controversy. It also doesn’t necessarily recognise the fact that while researchers may be based in a university, they may be paid by funding from industry sources.

Interestingly, in workshops to tease out the detail from the survey, participants tended to express the opinion that industry scientists were more interested in making money than in making genuine scientific discoveries. When the general public had the opportunity to speak with scientists in industry though, many of them viewed those scientists more positively.

The cliché of the crazy, money-mad scientist working for big-business is clearly just that: a cliché. However, trust is all about perception and while some would reasonably argue that nobody should trust a person simply based on their profession, there is no doubt that professionals do sometimes get ‘lumped in’ together as a homogenous bunch.

The general trend of a decreased level of trust in private versus public science though is not new. In the last PAS survey in 2008, 78% of respondents agreed that it was important that some scientists were not "linked to business" and 72% agreed that the independence of scientists is often "put at risk by the interest of their funders".

Indeed, the PAS survey from 2005 shows that people trust university-based scientists 48% less if they are funded by industry sources.

On the positive side, when scientists are compared to other professionals in the IPSOS MORI 'Trust in Professions' tracker, consistently more than 60% of respondents trust scientists to tell the truth. The latest survey of this type (2009) showed that 70% of the adult population of the UK generally trusted scientists to tell the truth. This was behind Clergy (71%), Judges and Professors (both on 80%), Teachers (88%) and Doctors (92%). Incidentally, Government ministers (16%) and politicians generally (13%) come bottom of that list.

So there is convincing evidence for a lack of trust on the part of the general public in industry-based scientists which is not mirrored in scientists working and funded from the public purse. There is a significant need then for private enterprise working in the sciences to ramp-up their communication with the general public and how they promote the sciences through their outreach work.

That isn't to say that some parts of industry aren't making significant contributions to the communication of science and the promotion of science amongst the general public. L'Oreal's support of the Women in Science programme is worthy of mention and a huge list of industry names have supported the Big Bang science and engineering fair, including Shell, Siemens and BAE.

Nevertheless, these new results suggest that nearly half of the general public mistrust scientists in industry. A concerted effort to communicate the value of privately funded scientific research to society is needed if we are to increase the levels of trust in science as a whole.

Maths - It Is Rocket Science

Taking place in the Armagh Planetarium between August 22nd and 26th ‘Maths - It Is Rocket Science', a Department of Education & Skills approved course for primary school teachers from both the Republic of Ireland and Northern Ireland, will provide participants with specific techniques and insights in using the theme of Space as a key learning aid in the classroom. 

The course is being run by ESERO Ireland, the European Space Education Office working to inspire and engage students in science and technology subjects and in making Ireland’s burgeoning space industry more accessible to students and the public.

With research having shown that Space related matters can be used as key interest points for children in the teaching of maths, science and geography the course in the Armagh Planetarium is the perfect opportunity for teachers to increase their knowledge in this area.

Teachers interested in taking up a place on the course should note that ESERO Ireland is offering a limited number of bursaries, worth up to €250 in total, to cover the costs of travelling to the course from outside the normal commuter range. The bursaries are to be set aside to cover the cost of fuel and accommodation for the five day duration of the course.

The Armagh Planetarium is the ideal location for the course, dedicated in its work in astronomy education at all levels and providing an atmosphere conducive to the teaching of Space in the classroom in progressing with a number of different STEM subjects.

The focus of ‘Maths - It Is Rocket Science’ will be on enquiry based learning, beginning with a hands-on session based around the Discover Primary Science and Maths programme run by DSE.

Primary teachers who have taken part in the course over the past few years have spoken of how the Armagh Planetarium is an ideal venue for sparking ideas and debate - and on a more practical level of how the course has enabled them to put lesson plans with a Space influence into place which have received a great reaction in the classroom.

Places on the course are limited to 20.

For further information on the Armagh course, you can contact;

Colin Johnston TEL:  048 3752 3689  [email protected]

A similar event takes place at Blackrock Castle Observatory, Cork on July 4th-8th. See here for more details.

"commitment will be tested further in the difficult years to come"

In a wide-ranging speech at the Royal Irish Academy today, the Minister for Education and Skills, Ruairí Quinn, TD has outlined his plans for the third-level sector in Ireland.

You can read the full text of the Minister's speech here.

The Minister struck a positive note with regard to the Irish higher education sector and was confident that it could be a crucial part of Ireland's recovery from difficult economic realities. Quoting Vere Foster, the 19th Century educationalist and philanthropist, the Minister recalled that "a nation's greatness depends on the education of its people".

Minister Quinn outlined the positives as they are and noted that these achievements owe much to "the strong commitment and ethos of public service of those working in and leading our higher education institutions". The Minister made clear in his speech however that "this commitment will be tested further in the difficult years to come".

In terms of entry to third level, the Minister rightly recognised that the system needs to change. Simply going directly from the Leaving Cert to college is no longer the reality for many entrants to the sector and that needed to be recognised with a rethink of the CAO system:

"We have to think in terms of how we manage for a more diverse cohort of students, with new levels and forms of demand for flexible learning and non-traditional routes of entry", said the Minister.

Minister Quinn also recognised the effect that the "points race" was having on student development at second level. Any changes made at second level could well be undermined if we do not address "the demands and pressures that the current points system places on both teachers and students".

Announcing a review of admissions procedures to third-level, the Minister was clear: "We need to be prepared to think in terms of radically new approaches and alternatives to the current arrangements". I'm not sure if we should hold our breath!

In terms of the third-level sector itself, it is to be welcomed that the Minister has made a clear statement on the integration of research with teaching and learning. "In sustaining [a] broad base of knowledge", the Minister said "I want to be clear about the expectation that all teaching staff will be research-informed or research-active and that all researchers will be active in teaching". Hear! Hear!

Funding for third-level is another one of those political hot potatoes and there seems to be little light at the end of the tunnel: "I have asked the Higher Education Authority to undertake further work on the sustainability of the existing funding framework over the course of this year". So no change there then!

The minister welcomed and backed the idea of the Institute of Technology sector forming new Technological Universities in an "organic" manner and said that he would be endorsing the need for third-level institutions to have autonomy over their operations, while at the same time, balancing this with the "requirements of public accountability for performance".

There is much to contemplate in the Minister's speech.

New Biology Textbook is "Born Digital"

Biology textbooks at third-level are about to go digital.

Nature Publishing Group (NPG) have today announced that they are to launch a series of "affordable, high quality interactive textbooks in college-level science". The first in the series will be Principles of Biology, available from September 1, 2011.

Created by a group of 50+ scientists, instructors, artists and designers, it will feature interactive lessons and continuous assessment tools.

The publishers also say the text will draw on Nature's extensive archive of peer-reviewed literature to help cultivate "mature scientific skills, including data analysis and critical thinking".

As a digital product, it will (given careful attention) be less likely to go 'out-of-date' and will be available on laptops, desktops, tablets, smartphones, etc.

Publishers say it will retail at $49 per student for lifetime access.

It's great to see textbooks going digital. Perhaps this could be used as a model for 2nd-level textbooks also?

The ability to link between peer-reviewed research and textbooks is exciting - too often textbooks don't (or can't) take advantage of the most up-to-date research in the area.

For this to work, the textbooks should link to all journals - not just those produced by NPG. All articles should, of course, be open access.

John Tyndall would approve!

SciFest 2011 - let the games begin

This week I'll be acting as a judge for SciFest 2011 at Cork Institute of Technology.

SciFest is an "all inclusive science fair, with no entry limits and a key aim to encourage school kids of all levels of scientific ability to enter".

It is a series of one-day festivals of science hosted by Institutes of Technology (ITs) around the country and really acts to encourage a love of science through enquiry-based learning and to provide a forum for students at local/regional level to present and display their scientific investigations.

This year, the first SciFest events will take place at Limerick Institute of Technology (LIT) on Tuesday April 5th; in Waterford IT on Thursday April 7th and in Cork on Friday 8th April.

The event then moves across the country until the end of May. For the full list of locations and dates see here.

Last year, a total of 2649 students exhibited 1097 projects across the country including such projects as 'Rushes as an Insulator', 'Is school deafening us?' and 'Searching for the progenitor stars of gamma ray bursts'.

One hundred and ninety-six schools took part with the help of 291 committed teachers in 28 counties. Fifty-six per cent of the students who took part were female and 55% of the projects were from the life sciences. Nine per cent of the projects were in the 'technology' category and 36% came from the physical sciences.

SciFest was launched as a nationwide event in 2008 and since then, 6241 students have exhibited a total of 2613 projects. Clearly SciFest is going from strength to strength.

At the launch of SciFest 2011, then Minister with responsibility for science Conor Lenihan praised the event as a great example of government, industry and education sectors partnering to promote science, technology, engineering and maths (STEM):

"By clearly illustrating the links between what students learn in the classroom, the opportunities at third level and potential career paths, SciFest plays a valuable role in helping to encourage young people to pursue opportunities in the Smart Economy", said Lenihan.

I'm really looking forward to judging at Friday's event. Having spent lots of last month being judged by students as part of I'm a Scientist, Get me out of here, it will make a nice change to be the one doing the judging!

This will be my second year judging and I was really impressed at the enthusiasm and hard-work shown by all participants last year. Fingers crossed for another great SciFest and best of luck to all those taking part around the country.

Atlantic Conference 2011

On March 10th 2011, the Irish Midlands will host an international conference exploring a variety of issues surrounding the development and promotion of science, technology, engineering and maths education.

The conference promises to be an informative and enlivening event. A range of key speakers from Ireland, UK and North America will develop a lively and stimulating forum for debate.

The key theme to be addressed is - how can educators inspire students to engage with science, technology, engineering and maths?

Keynote speaker at the event will be Ben Goldacre - a doctor, broadcaster and author of Bad Science.
Michael John Gorman of Dublin's Science Gallery, Sarah Baird from the Arizona Centre for STEM Education and Patrick Cunningham, Chief Scientific Advisor to the Irish Government will also speak.

The event takes place in Tullamore Co. Offaly and further details are avaliable on the website.

The conference is a project of Atlantic Corridor, a Department of Foreign Affairs funded initiative which seeks to develop links for the Irish Midlands for education and business projects with partner regions in Northern Ireland, the USA and Canada.

Speaking of Education...

Communicate Science - Guest Post

This is not an article about promoting maths to second level students. 

The Teaching Council just this week suggested that higher level maths should be a prerequisite for trainee primary school teachers. No one disputes the benefits of encouraging young people to be more fluent in basic mathematics and of persuading those with ability to study higher level maths rather than being one more person to take part in the most popular examination in the state, ordinary level maths.

In fact, my proposal for encouraging more and better prepared young people to opt for careers in engineering and science, as well as developing an essential skill for all students is to establish an English language oral examination.

I wear as a badge of honour that I once gave a presentation using acetates and an overhead projector. They were simpler times. The dream of having complete control over the flamboyance of how your new slide appeared on screen for your audience was then just a utopian vision, along the lines of the paperless office or a world where the hat was, once again, an accepted everyday item of clothing. My delivery was, I’m sure, awful. Nervous, rambling and perhaps an injustice to the work I had so diligently prepared.

How much better I have become in delivering presentations is not for me to judge but I know I have improved. This is due to a combination of practice and the professional and personal self-confidence which naturally comes with life experience.

An English oral examination is, I think, an idea worthy of further study. Perhaps it would just do what better schools have always done, to teach students how to present themselves to the world in a coherent and impressive manner. But perhaps it would put an emphasis on this skill in schools where, for whatever reason, this crucial skill is not given the recognition it deserves.

The examination might take the format of a presentation on a single topic of the students choice without slides but allowing one prop that can be carried by hand followed by a spontaneous discussion. The Leaving Certificate is often criticised for being about rote learning. A discussion based on a random glance at the morning’s letters page in the Irish Times might shake things up.

The goal is to encourage in young people the skills necessary to be able to present ones ideas confidently, to discuss specialised topics with laypeople and to hold up ones side of random, polite conversation. These are skills necessary for many career paths. One of the key competences of a scientist or engineer must be to use effective communication and interpersonal skills to work with others of all levels and to effectively present and discuss ideas. A sound basis in this skill at an early age will help people in any career path and will certainly assist students entering the science and engineering fields.

Kieran Lettice is an engineer and renewable energy consultant.