Why is science important?

Good Question. Does this website have the answer?

Science teacher Alom Shaha says, "So, I’ve started this film and blog project in which I want to ask the question “why is science important?” to people who feel the importance of science so deeply that they have dedicated their lives to it — working scientists, science writers and, of course, science teachers. I’m making a documentary, funded by The Wellcome Trust, and running this “collective blog” as I work on the film. Bits from the blog will appear in the film and bits of the film will appear on the blog. The idea is that the two will inform and enrich each other."


Why is Science Important? from Alom Shaha on Vimeo.

Visit the 'Why is science important' website.

Research supports informal science activities

SciDev reports that researchers say they have now demonstrated that scientific understanding can be boosted through approaches such as museums, hobbies and events. It is also thought that they can also sustain a long-term interest in the subject. 'The Committee on Science Learning in Informal Environments found "abundant evidence" that individuals of all ages learn science across a variety of venues including programmes, designed settings and everyday experiences' through a synthesis of hundreds of pre-existing studies. Although the study was carried out in the United States it is though that the findings could be applied universally.

Read the SciDev article in full.

Read the 'Learning Science in Informal Environments: People, Places, and Pursuits' report online.

Teaching to the test

The Independent reports on research undertaken by the Royal Society of Chemistry (RSC), in which 1,600 of the country's brightest 16 year olds took "The Five Decade Challenge" - a two-hour exam which included questions from past science papers spread over the past 43 years.

The overall average score was 25 per cent, but the RSC reports that some pupils scored no marks at all. In highlighting what the RSC calls a "catastrophic slippage" in exam standards, the average score for the 2005 paper questions was 35 per cent, compared to 15 per cent for the 1965 questions. Dr Richard Pike, chief executive of the RSC is quoted as saying, "The fact that highly intelligent youngsters were unfamiliar with these types of questions, obtaining on average 35 per cent from recent papers and just 15 percent from the 1960s, points to a systematic failure and misplaced priorities in the education system."

Read The Independent article in full.

Science not seen as helpful

A new Eurobarometer report shows that the UK has some of the lowest figures for making a positive choice to study science and some of the highest figures (71%) for not being interested in a science profession. Of those respondents that said they were considering studying natural sciences and/or mathematics, the preferred professions in science were engineers and health professionals. Only slightly more than one in 10 wanted to become a researcher in the private or public sector.

In a similar piece of research undertaken by the Science Council, just one third of the 16-18 year olds surveyed believe that science qualifications will help them later on in life. The publication of both results is timely as the Science Council launches a new careers website, Future Morph which aims to demonstrate how a career as a scientist or engineer can help the world tackle major global issues such as health and the environment.

Read the Eurobarometer report in full.

Find out more about Future Morph.

Testing primary school science

Two new reports published today by the Wellcome Trust highlight widespread concern about the "negative impact of national testing on young people's enjoyment and understanding of science".

The author of one report Professor Wynne Harlen (University of Bristol) stresses the importance of starting science learning at primary school. "There is a considerable body of research evidence that shows that, since children's own ideas are often in conflict with scientific ones, if taken into the secondary school, they can inhibit effective learning. The conflict leads many to find science too hard, too confusing and too remote from their real experience."

Although believing science should be a core subject, Professor Harlen considers the associated national testing has had "a detrimental effect on learning and teaching" and acknowledges that although it is necessary to know a child's level of achievement, the negative impact is derived from the "policy of using results to set targets and judge teachers and schools solely on the basis of test results."

The two reports form the first in a series called "Perspectives on Education" which aim to stimulate debate about the best way to teach science in schools.

Read the Wellcome Trust report in full

Number of science A-level students decreases

A report by the Royal Society shows that the proportion of 17-year-olds taking maths, physics and chemistry at A level has decreased over the last 12 years in spite of efforts to reverse this trend. Michael Reiss is quoted in THES as saying, “Recently there have been encouraging signs that more young people are choosing to study the science and mathematics after the age of 16, but the longer-term trend exposes the failure of many changes to make enough of a difference.” The results do not include the new science GCSEs.

Read the THES article in full

Traditional subjects increase in popularity

University heads have welcomed the comeback made by traditional academic subjects displayed in this year's A levels.

Science subjects are ranked 3rd in this year's fastest growing subjects, behind critical thinking and mathematics, showing an increase of 7.96%. Biology and chemistry also feature in the list of the 10 most popular subjects, ranked at 4th and 8th respectively.

Steve Smith, vice-president of Universities UK and vice-chancellor of Exeter University said that the trend towards traditional subjects put paid to suggestions that students were "turning to 'soft' subjects" and was "good news for universities, the economy - and for the UK generally".

Biological science courses see increase in applications

The THES is today reporting that applications for biological science courses (full-time undergraduate) have risen 31.3% compared with 2006. This equates to 2816 more applications. Other subjects which have also seen an increase include complementary medicine, evoking strong opinions from some academics. Professor Colquhoun (University College London) has said he is "appalled" by the development. "These courses are basically anti-science. Universities that run them should be ashamed of themselves, they are cashing in on people's wishful thinking when there is no evidence that complementary medicine works". Celia Bell - from Middlesex University, which runs courses in Western and Chinese medicine - said "There are now millions of people seeking complementary medicine treatments, and we have to ensure that the practitioners are safe and competent and properly trained".