Science Education: Evolution or Revolution?

Good understanding of the sciences and their associated technologies is of crucial importance to the social, economic and industrial development of Scotland. All young people, not just those intending to follow careers in science, must be scientifically literate. They need to have a good knowledge and understanding of science and scientific ways of thinking in order to function effectively in a global and evolving technological society. They also need to have the skills and critical awareness to interpret and make sense of what they see and read about science in the media, where messages are often conflicting and where topics increasingly cut across a range of social, ethical and moral issues. 

Throughout their lives they will have opportunities to use new products, both in the home and  the work place, which have been developed and shaped by modern scientific and technological industries. As responsible citizens they will need to be able to evaluate the benefits and risks associated with developments in science and their applications. Young people’s interest and enthusiasm for science must be promoted and they must be encouraged to ask well-informed questions and find answers. 

Preparing all young people to meet these diverse needs is the challenge which faces those who teach science, both in primary and secondary schools. A Curriculum for Excellence provides a unique opportunity to reform the science curriculum from 3-18 and to allow young people to enjoy a progressive experience throughout their period in formal education. The curriculum is being reformed to better meet the needs of young people in the 21st century and this development programme will allow teachers some degree of freedom as to what they teach and how they teach it. 

Significant changes need to take place in how science is taught and learned, particularly in primary and secondary schools and in higher education. A number of key questions need to be asked and answered, based on the best practices in Scotland and elsewhere. These relate to matters such as:

• the prior experience of graduates and post-graduates who enter teaching
• the continuing professional development of teachers; the role of science centres and other organisations which promote scientific understanding across society
• the role of higher education and industry
• the nature of accommodation and resources, including ICT, for teaching science.

Prof Jack Jackson, Formerly Assistant Chief Inspector, HMIE

Professor Jack Jackson holds BSc and PhD degrees in biology from the University of Glasgow. He taught medical and dental students there before taking up a post as lecturer in biology at the Scottish Agricultural College (Auchincruive) where he carried out research on biological control. He was tutor at the Open University before training to become a secondary teacher. He was head of a biology department for 10 years. He was senior examiner in biology with the Scottish Examination Board and was a member and chair of several committees concerned with the development of the science curriculum. 

He joined HM Inspectorate of Schools in 1983  and over a period of 23 years he inspected at all levels from pre-school to post-school. He was given national responsibility for biology education in 1987 and between 1990 and 2006 he had national responsibility for science education. He was involved in all major curriculum developments, including Standard Grade, Revised Higher, 5-14 and Higher Still. He is author of a number of HMIE publications, including Effective Teaching and Learning in Science, Improving Science Education 5-14 and Improving Achievement in Science. 

He was on the group reviewing the science curriculum 3-18 in relation to a Curriculum for Excellence. He was awarded a Fellowship by the Institute of Biology in 1996 and an OBE in 2006. Between 2003 and 2006 he was Assistant Chief Inspector of Education. He was made Visiting Professor at the University of Strathclyde in 2007.  He currently works as an educational consultant and has just completed a review of the contribution of Scottish science centres to formal and informal education on behalf of HMIE and the Scottish Executive.