The importance of Physics and Chemistry in the context of Ireland’s increasingly technological society and economy can scarcely be overstated. As stated in The Competitive Advantage of Nations: "..... there is little doubt from our research that education and training are decisive in national economic advantage. The nations that invest most heavily in education have advantages in many industries that could be traced in part to human resources". (1)

The World Competitiveness Report for 1998, which compared 46 of the most developed countries worldwide on a wide range of competitiveness factors, has ranked Ireland as number one in terms of its educational system meeting the needs of a competitive economy.(2)

Recently, IBEC has indicated that: "the education system is ‘unacceptably weak’ on the number of students taking science subjects, particularly physics and chemistry … It is crucial to Ireland’s sustained economic development that a greater number of school leavers be attracted to these subjects". (3)   A 1998 survey from Forfás revealed that 89% of top business professionals felt more school children need to be persuaded to study science and engineering subjects. This is against a background where 94% of business people believe that only by applying the most modern technology will our economy become more competitive. (4)

Various commentators in both the industrial and educational sectors have expressed opinions in a similar vein to those quoted above. Recent developments have shown that Ireland can no longer compete on a cost basis at the lower level of technology and so it must move up the value chain into more knowledge intensive manufacturing and into services, where skills and technology are even more important. An ability to do this is predicated to a large extent on the quality and experience of the students leaving second-level schools, and it is clear that physics and chemistry have a central role to play in this regard. More recently, analysis of the skills needs of science and technology based industries for the coming years has clearly indicated that, if the current pattern of participation in the study of the physical sciences at second and third level persists, the needs of industry will not be met. (5) This will severely hamper growth in the industrial sector and consequently the strength of our economy. It is therefore imperative that the declining interest in the physical sciences must not only be arrested but also reversed.

In the context of the above, it is clearly essential that everything possible is done to develop these subjects in schools. Issues, which have become of concern in recent times, must be dealt with as a matter of urgency. These concerns relate not only to the number of students taking these subjects as part of the Leaving Certificate Programme but also the delivery of these subjects in schools, and to the apparent difficulty of students in achieving high grades in these subjects. Indeed, it has been suggested that the three issues may be related. It is suggested that limited exposure of students to practical work has made the subjects unattractive and this, combined with the quest for high "points", are steering students towards subjects in which they believe it is easier to obtain higher grades.

The background to the current state of physics and chemistry in schools is summarised. In addition, the programme of measures which are being put into place aimed to increase participation levels in these subjects, as well as targeting resources at the development of the overall quality of learning in these subjects, are also outlined.

Participation in physics and in chemistry at Leaving Certificate level

Over the period 1986-87 to 1996-97, there has been a gradual but substantial increase in the number of candidates taking the Leaving Certificate examinations - from 104,897 to 123,973. This increase in the numbers sitting the Leaving Certificate (circa 19%) has to a large extent masked trends in the uptake in the physical sciences. Against this growing student population, there has been a decrease in participation rates in the physical sciences. In chemistry, 20,347 students took the Leaving Certificate examination in 1986-87 which represents 19.4% of the Leaving Certificate cohort. Whilst this number had decreased to 15,247 in 1996-97, it is perhaps more significant to note that this represents only 12.3% of the Leaving Certificate cohort. In physics, the numbers taking the Leaving Certificate have remained relatively unchanged, showing only a slight decrease from 21,130 to 20,362 over the same time period, but again this represents a significant decrease in participation levels from 20.1% to 16.4%. Participation levels in biology remain relatively stable, with an increase in numbers taking the subject from 54,366 to 62,559 over this period. This represents a slight fall in uptake from 51.8% to 50.5%. It is worth noting that the decrease in participation rates in the physical sciences experienced in Ireland is a phenomenon that is mirrored internationally. This was one of the issues explored in the international Colloquium on Attainment in Physics at age 16+, which was organized by the Department of Education and Science and held in Cork in September 1998.

It is interesting to note that, whilst the percentage of pupils taking the physical sciences has declined, the percentages of schools providing these subjects has increased slightly. In other words, at a time when more pupils are provided with an opportunity to study the physical sciences, fewer are actually taking up the option. Another interesting point is the differential take-up of the physical sciences between the sexes, which has shown significant changes over the period. The ratio of males to females in physics has fallen from approximately 3.5:1 to just over 3:1 in the 1986-96 period. The Department’s scheme of Intervention Projects in Physics and Chemistry is primarily responsible for this change. Further improvements are clearly necessary in this area. In the case of chemistry, the ratio of males to females in this subject is currently approximately 1:1 compared to 1.6:1 in 1986/87.

The up-take of Leaving Certificate subjects is closely related to the teaching of the physical sciences in the Junior Certificate. While the numbers taking Junior Certificate science have increased somewhat over the period, there is concern in relation to:

• the physics and chemistry content of the syllabus;
• the standard of teaching, especially in relation to practical work;
• the preponderance of teachers whose primary qualification is in biology.

At Leaving Certificate level, a number of issues have been identified as effecting participation levels in the physical sciences:

• The percentages obtaining the various grades in the Leaving Certificate examination are generally reasonably consistent over the years. In Ordinary Level physics the percentage of candidates obtaining E to NG grades has averaged 20.8% between 1990 and 1998; in Ordinary Level chemistry the average percentage obtaining these grades over the same period was 19.2%. Concern has arisen in recent years at the numbers of candidates who do not achieve Grade D or higher in physics and chemistry, especially at Ordinary Level. In particular, it has been noted that the percentages obtaining the lower grades in these subjects is significantly higher than in many other subjects at this level.

• Laboratory facilities are in need of investment to support the most modern approaches to teaching physics and chemistry. The Department of Education & Science has recently carried out a survey of all second-level schools to determine the condition of their laboratory facilities. The results of this survey are expected shortly, though initial information confirms the necessity for significant investment.

• Both domestic and international information suggests that many teachers require in-service support to help them develop their skills to encompass the most modern approaches to teaching physics and chemistry. This is particularly so as the majority of teachers will both have biology as their principal third-level qualification and will predominantly teach biology.

Investment in the teaching of the sciences

To address these issues, an investment plan valued at £15 million over three years has been put in place. This plan involves the modernisation of school science laboratories, the revision of different science syllabi, and the provision of extensive training for teachers. It also includes an annual payment per student for schools to provide materials for the teaching of physics and chemistry at Leaving Certificate level.

Capital Grants

Specific grant aid to assist the delivery of the sciences has been put in place.

• A special grant for the teaching of physics and chemistry of £10 per pupil in respect of pupils studying these subjects for the Leaving Certificate. This is in addition to the per capita grants provided to schools.

• The Department is currently undertaking a survey of science facilities in all second-level schools. Based on the data obtained from this survey, measures to address identified areas of need will be devised and put in place on a phased basis.

• The importance of the use of Information and Communication Technologies (ICTs) in all aspects of teaching and learning is increasing rapidly, and this is particularly so in the case of the physical sciences. It is intended to develop fully the use of ICTs in the teaching of the physical sciences and, in co-operation with the National Centre for Technology in Education, to incorporate these technologies in in-career development programmes. Schools will receive a grant for the purchase of ICT equipment specifically for use in the teaching of science subjects.

Capital expenditure in these areas will amount to in excess of £14m over the next three years.

Curricular change

A rolling curricular review as part of making the physical sciences more relevant to today’s students is essential.

• At Leaving Certificate level current syllabi in physics and in chemistry have been in place since the mid-eighties. New syllabi, along with support materials, will be issued to schools at the beginning of next school year. Comprehensive reference handbooks for teachers will also be issued to schools in conjunction with the new syllabi. Teaching of the new courses will start in September 2000, and they will be examined for the first time in June 2002.

• In order to fully address the needs of Ordinary Level candidates, specific attention has been given to the Ordinary Level syllabi by the National Council for Curriculum and Assessment (NCCA).

• There can be little doubt that the health of the physical sciences at senior cycle is greatly influence by the junior cycle science programme. Accordingly, the NCCA has undertaken a review of the Junior Certificate science syllabus, particularly in respect of its physics and chemistry content. A restructuring of this syllabus is in train.

In-career Development

It is important to have a well-informed and vibrant teaching community to deliver the subjects.

• An extensive in-career development initiative for teachers of physics and chemistry at both Junior Certificate and Leaving Certificate will be launched in 1999. The initiative will consist of a comprehensive programme which will emphasise modern developments in teaching methods, including the role of practical work, in relation to these subjects. Changes in content in the new Leaving Certificate syllabi will also be addressed.

• At Junior Certificate level, these courses will be particularly targeted in the first instance at those teachers whose major subject qualification may not include physics or chemistry.

• It is intended that 480 teachers will receive additional training in their subject disciplines of physics and chemistry during 1999, with a target of providing such training to up to 1,500 teachers over the next three years if such an expanded programme is felt to be necessary.

Support for Teachers

• A panel of trainers will be put in place to support the in-career development programmes at both Leaving Certificate and Junior Certificate levels. These trainers, who will be regionally based, will have a primary role in the provision of courses for teachers of physics and chemistry.

• The trainers will also provide on-going support for teachers of physics and chemistry at both junior and senior levels in their region.

• In addition, the trainers will also have a role in supporting schools in identifying the appropriate laboratory resources required, and in the effective utilisation of school laboratory facilities.

• The Department of Education and Science is currently in discussion with a number of third level institutions in relation to both the pre-service and in-service needs of teachers of the physical sciences.

Assessment

The Department of Education and Science has decided to revise the style and layout of the Ordinary Level papers in Junior Certificate science and Leaving Certificate physics and chemistry. The purpose of this revision is, in general, to make the presentation of these three papers more appropriate for the cohorts of candidates for whom they are designed. In particular, it is intended to simplify the style and layout of the papers, make the questions more accessible in relation to structure and language, and change the emphasis in relation to the skills and knowledge currently tested.

Laboratory practical work is seen as an integral part of the new syllabi in physics and in chemistry. In 1997 the Department of Education and Science carried out a feasibility study into practical assessment in Leaving Certificate physics and chemistry. The Department commissioned further research on the results of this feasibility study in 1998-99. This research has clearly demonstrated that further work is necessary in the area of assessment of practical work.

Conclusion

It is intended that this Science Education Initiative will build on the excellent work and commitment of teachers in the physical sciences. These teachers have achieved enviable standards over the years, and there is little doubt that these measures will further assist them in continuing to advance the achievements of their students. There should be optimism that this initiative will encourage an increased up-take of the physical sciences in our schools, opening up increased opportunities for the students themselves and, in the process, enhancing Ireland’s highly deserved reputation for having a well-educated and scientifically literate workforce.