Why science in schools can be a big switch-off

NESTA Crucible participant Jon Copley and his sister Joanna Copley, a primary school teacher, share their views on why young people are turning away from science at school, and what we should be doing about it.

"In the early years of school, children have a natural enthusiasm for science, but as they progress through primary school and into secondary school, this enthusiasm often wanes," says Joanna.

In Joanna's experience, it's the hands-on side of science that's key to keeping young people enthused about the subject. "As children get older, less time is spent on experiments and more time is spent on recording and written work. Many of the 10-11 year olds that I teach already feel that science isn't relevant to them."

Research scientist Jon agrees that children are often switched off science at an early age by an emphasis on written work rather than practical learning. "Hands-on experiments can show pupils how science affects their daily lives and this is particularly inspiring for young learners."

Testing, testing

Pressures on resources and teaching support can make it difficult for primary school teachers to spend time on experiments in science lessons. Preparing for exams is another major factor, as Joanna explains: "When children reach the last year of primary school, the biggest issue we face is ‘teaching to the test'. The pressure on teachers to deliver good results in Key Stage 2 Science SATs leaves little room for creative teaching and experiments – and most classes spend a whole term's worth of lessons revising for the exam."

Joanna also points out that primary school teachers often don't have specialist science backgrounds and that a study by Queen's University Belfast found that sometimes a lack of confidence in their own knowledge can hold teachers back from exploring ideas and concepts with their pupils.

Public perceptions

When pupils move to secondary school, they're often excited about the greater opportunity for carrying out experiments in their science lessons and this can reignite their interest in the subject. But around this time young people become increasingly aware of media and other external influences – and the lack of positive messages about science can lead young people to disengage with the subject once again.

The Relevance of Science Education research project has found that the more developed a country is, the less interest its 15 year olds have in science at school. Joanna comments: "Students in developing countries see scientists as making a real difference to people's lives. As a result, they're much more likely to want to have a career in science than their peers in developed countries."

Both Jon and Joanna feel that although science is well represented in the more ‘serious' media, it has little presence in popular culture and media that's more likely to be consumed by young people. "Science coverage in tabloid-style newspapers, for example, tends to be scare stories or pseudo science," says Joanna. "We need to create a much more positive, celebratory attitude to science in society."

Role models

Alongside his research career, Jon provides training through his company SciConnect, helping scientists to communicate and engage with the media, schools and other non-specialist audiences. "Bringing scientists into schools to talk about their work and why it matters gives children the chance to see that the work of scientists is valued by society and that studying science can lead to a wide range of interesting careers."

This kind of outreach often focuses on secondary school pupils, but Joanna and Jon believe that primary school learners should also be given opportunities to engage with scientists. "By 15 or 16 it's often too late," says Joanna. "We need to engage children in science, give them strong role models and break down stereotypes when they're still at primary school."