How well does current science education prepare learners?
01
The science curriculum currently taught in our schools enables young people to become scientifically literate and active citizens
66%
agree that learners become scientifically literate
There was general agreement that current science education allows learners to become scientifically literate and active citizens (66% agreed vs 18% who disagreed) and that current science education provides students with the skills to interpret data to make evidence-based decisions in their everyday lives (68% agreed vs 20% who disagreed).
02
The science curriculum currently taught in our schools prepares young people to address the challenges that our world will face in the future
46%
agreed that schools prepare young people for the future
However, teachers are far more polarized in their views when asked whether the science curriculum currently taught in schools prepares young people to address the challenges that our world will face in the future. Fewer than half of teachers (46%) agreed with this statement and 30% disagreed with it. This would suggest that, faced with a rapidly changing world, a significant proportion of teachers feel the science curriculum taught in their school is failing to adapt and keep up.
Helen Sylvester, twice shortlisted for the Prime Minister’s Secondary Science Prize for Excellence in Science Teaching in Secondary Schools, reflects on the introduction of STEAM to science teaching in Australia: “The national introduction of STEAM (science, technology, engineering, the arts, and mathematics) has provided a new approach to science education... STEAM teachers model critical thinking, teach students to be creative (it can be taught) and let them fail so they can learn to try again... These are the skills that employers of the future will seek when the dirty, dangerous, and dull jobs are done by robots.”
03
Current science education is fit for the future
31%
report that science education is fit for the future
Having established that fewer than half of teachers feel that science education prepares young people to address future challenges, we then asked them how fit for the future the subject is and how it needs to change.
Based on current practices, only a minority of teachers (31%) report that science education is fit for the future, while close to half of respondents (45%) disagreed with the statement, resulting in a negative net agreement score of -14%. This suggests that by and large, teachers do not feel that science education in its current state is fit for the future
“Make the content of the courses more up-to-date and relevant to the modern world…”.
Secondary science teacher, UK
With this in mind, teachers made a number of recommendations to governments, suggesting ways in which they should adjust their education policy in the sciences and STEM.
- The most widely cited recommendation is that science education should focus on instilling practical skills through experimentation in the classroom. This has been particularly challenging since the start of the Covid-19 pandemic.
“Ensuring a strong understanding of the basis of scientific method – hypothesis, testing, conclusion. Encouraging the application of their knowledge to practical activities – not necessarily investigations but something that requires them to apply something they know rather than simply testing a proven theory.”
Secondary physics teacher, UK
- Respondents recommended reviewing the existing curriculum being used, ensuring that the content is up-to-date and reflects the world that learners live in as well as preparing them for the future. Teachers also recommended reducing the amount of content to allow for more depth of learning.
- As a third recommendation, teachers wanted greater connection between the science that is being taught in the classroom and what is happening in the world outside. Current teaching can be too theoretical, which does not help learners to understand the role that science plays in everyday life.
“Science is everything but students feel disconnected. Make the science curriculum personal. Create excitement and wonder about how science is truly exciting.”
Secondary physics teacher, UK
- There were also calls to re-examine the exam system. At present, teachers told us that assessment is too knowledge focused, and respondents want exams to place more focus on assessing application. Some reported that linear exams were not helpful in this regard as coursework allows assessment to take place through practical experimentation. In general, respondents also felt there was too much emphasis on exams.
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