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Science Newsbytes
Science for Adults Conference 2008.
In 2007, NIACE and The National Science Learning Centre (NSLC) ran “Teaching
Science to Adults – Do Try This At Home”, a free residential conference for
teachers working mainly in adult and community education. The conference was
very successful, and some participants subsequently obtained funding from the
NSLC for local action-research projects. A similar residential conference is now
planned for 23-25 June 08 (see
http://www.sciencelearningcentres.org.uk for details), and will
include workshops focussed on science for visually impaired adults, science in
family learning, science for ESOL learners, together with plenty of hands-on
science activities, and support for participants to develop new projects. The
conference is being held at the National Science Learning Centre’s
state-or-the-art conference centre in York, where participants will have full
access to a well-stocked Resource Centre and to well equipped laboratories.
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Save British Science was set up in 1986 as a spontaneous protest by active scientists against budget cuts in university-based research, with the resulting “brain drain” to other more conducive climes. As a campaigning organisation, it has lobbied effectively for changes in policy and practice. SBS has now announced a change of name to the Campaign for Science and Engineering (CaSE) with a new web address www.sciencecampaign.org.uk. At the same time, CaSE launched on 21 March 2005 their paper “Science Policy Agenda 2005 to 2010”. This recommends policies to ensure that the maximum social and economic benefits are generated from science and engineering, including attention to the research base, both industrial and government-funded, training for a skilled workforce and communicating the overall cultural value of science. The paper emphasises the democratic entitlement to participate in knowledge and debates about science as well as the need for a curriculum that balances the needs of the public with the need to train specialists. Chapter 6 covers science education and training, emphasising the need for a broader post-16 curriculum, to include mathematics, and the need for better progression routes through wider-ranging accreditation. CaSE also calls for a Royal Commission “without political interference” to develop better further education – sounds like a vote for Tomlinson!
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The Association for Science Education has been granted a Royal Charter with the remit to award a Chartered Science Teacher status to those who qualify. Guidelines are due to be announced soon with a view to inviting applications and making the first awards in January 2006, at the ASE’s annual conference to be held at the University of Reading. If anyone has specific questions about the new designation please contact ASE Chief executive Derek Bell at derekbell@ase.org.uk
Meanwhile, Mike Tomlinson has become the president of ASE for 2005 and it turns out that he started his career as a chemistry teacher in the mid-1960s before becoming an HMI in 1978, and HMCI of Ofsted in 2000.
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In June 2004, the Government published its “Science and Innovation Investment Framework 2004 – 2014” setting out its strategy for increased funding of skills development, research, science communication and also the encouragement of increased public engagement with science and technology issues. The paper, a joint work by HM Treasury, the DfES and the DTI (Department of Trade and Industry) has interesting sections on “Knowledge, Transfer and Innovation”, “Science, Engineering and Technology Skills” and “Science & Society” and can be found at www.hm-treasury.gov.uk
In order to increase the supply of scientists, engineers and technologists, the Government aims to improve teacher training and continuing professional development (especially through the newly opened Science Learning Centres, regional and national), to increase the numbers choosing SET subjects in post-16 education, and particularly to increase the proportion of minority ethnic and women participants in Higher Education. Over the next 3 years, the Government will invest £2.4m in a new SET resource centre for women working in science and technology environments.
The Government also aims to increase the range of public engagement with science and technology issues, especially the “buzz” ones around genetic modification, animal experimentation and nanotechnology. The DTI’s budget for its “Science and Society” programme will increase from £4.25m in 2005/06 to over £9m in 2006/07. Within this, there is a new “Sciencewise” funding stream to create opportunities for dialogue between the public and science experts/ policy and decision makers. £1.2m will be available over 2004/05 and 2005/06 for projects. The first call for applications closed on 6 December 2004 and the winning projects have now been announced, but the second call is expected in the summer of 2005. To find out more, search the website www.dti.gov.uk for “Sciencewise”
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In March 2005, the Council for Science and Technology, which advises the Prime Minister and the first Ministers for Scotland and Wales, published a report “Policy through Dialogue” exhorting Government to do more to consult the public about the development of specific policies in order to realise the economic and social aims of the 10-year investment framework.
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Also in March 2005, MORI published “Science in Society” based on research into public attitudes, commissioned by the Government’s Office of Science and Technology (Department of Trade & Industry/OST). The research was conducted between July and November 2004, involving both focus groups and a national survey sample of adults aged 16+. There was a generally positive attitude about the benefits of science, in that:
 | 80% think it contributes positively and that science will continue to make life easier. |
| and 80% support greater public consultation with action to follow. |
| 56% had taken part in a science-based activity outside work, e.g. visiting a museum or centre, public meeting or debate, or science festival, in the past year. |
| there was increased trust in scientists to tell the truth, from 63% to 70% over the last 5 years. |
| but while broadcast and newspaper media were seen to play a key information role, 70% thought that they sensationalised issues. |
| and only 40% felt that they were informed about science |
Information about the report can be found at www.mori.com
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Since November 2004, DfES Standards Unit has made available the newly developed Teaching and Learning Frameworks for post-16 science teachers. These free-of-charge cpd materials, which have been thoroughly piloted, consist of videos and interactive CD-ROMs, with a handbook alongside. They are relevant to teaching at level 3 in schools, sixth forms, FE colleges and work-based learning, as well as in broad adult and community learning environments. The materials focus on three complementary themes: planning for variety; promoting discussion; gaining from technology.
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The DfES is now encouraging providers to nominate successful and experienced teachers as subject learning coaches for their institutions, aiming to identify 3000 in total. From mid-March 2005 onwards, a modular training programme will be offered by a partnership led by the Learning and Skills Development Agency. Already, many coaches have been recruited and regional networks are being set up, connecting with the new regional Science Learning Centres. Anyone who wishes to become involved, should contact the relevant Standards Unit Regional Director, as listed in the Useful Resources page.
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In 2004 the Royal Society awarded a Fellowship (FRS), the most prestigious science recognition in the UK, to Carol Robinson, Professor in the Department of Chemistry at University of Cambridge and a world leader on the field of mass spectrometry. Carole was a true adult learner, having left school at 16 and initially worked as a lab. technician at Pfizer, while attending evening and day-release classes at Canterbury College and Medway & Maidstone College. She achieved an ONC and then HNC, before studying for her chemistry degree, followed by MSc and PhD. She has already been awarded the Rosalind Franklin prize with which she intends to set up a mentoring scheme for women science undergraduates at the University, where she will also set up a programme of seminars by leading women academics. And in her spare time, she has a family to look after!
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The Royal Society’s Partnership Grants scheme, with the DfES (see www.royalsoc.ac.uk/education/partnership.htm ) offers grants up to a maximum of £2500 to encourage teachers, learners, professional scientists and engineers to carry out a piece of work together in order to make science “come alive” in the classroom. Unfortunately, it is aimed at primary and secondary school activities for 5 to 16 year olds only – it’s worth asking whether the scheme couldn't be opened up to benefit adult learners too.
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