Chamber
Meeting of the Parliament 21 May 2013
21 May 2013 · S4 · Meeting of the Parliament
Item of business
Public Science Engagement Initiatives
Science, engineering and technology are shaping the world in ways that we would not have recognised just 10 or 15 years ago. The debate is timely, giving us an opportunity to celebrate the work of the organisations that help the wider public to make sense of the science in their everyday lives and, therefore, contribute to the positioning of Scotland as a science nation.
What do we mean by a science nation? I think that we all want to see a Scotland that continues to embrace science; a Scotland that recognises and celebrates our rich tradition of science, discovery and innovation; a Scotland where our young people build on that legacy and see their future in science and engineering, in research and in turning that research into economic benefit; a Scotland where new scientific developments can be debated and discussed by the wider public without prejudice; and a Scotland where there are opportunities for people to explore science and find out something new, whatever their age or ability.
Admittedly, much of that will always rely on the strength of our education system and research base, as well as the economic development levers that nurture business, innovation and industry. However, there is a wider issue at the heart of the debate. How do we ignite that initial spark of interest in science? How do we encourage adults, who may have been let down by science at school, to re-engage with science issues that affect them, which can be as diverse as climate change, healthy eating and vaccinations? How can we encourage debate and discussion of new and often contentious science developments that will shape Scotland in the future, from stem cells to energy use?
That is where science engagement comes in. From science centres and science festivals to outreach tours taking Scottish research to schools and communities across the country, Scotland has an impressive network of organisations that take a more informal approach to science learning. By making science accessible to a wide public audience of all ages, the science engagement sector is making a valuable contribution to Scotland.
Let me explain in more detail what science engagement means, as it is separate from the formal education system. Science engagement involves scientists and science communicators meeting and interacting with the public in informal settings to explore and discuss science and its importance and relevance to everyday life. It can take place in cafes, pubs, theatres, cinemas and museums. It can include debates, hands-on activities and workshops, shows and films. Scotland’s four science centres and almost 20 science festivals provide a strong focus for making science, technology, engineering and maths—STEM—accessible to families, young people and adults.
It is, therefore, relevant to focus on the role of the science engagement sector in highlighting Scotland’s science strengths; in encouraging debate and discussion of topical or ethical science issues; in supporting science learning for all ages; and in promoting STEM careers. Of course, there will always be overlap with the formal education system. Indeed, many initiatives complement the curriculum and support science learning and teaching in schools. However, the focus of the debate should be the opportunities for people to engage more informally with STEM.
It should be said that, in that context, there has been a sea change over the past decade or so. There has been a move away from the “public understanding of science”, which implies that people just need to know a bit more about science, towards more active engagement and dialogue between the public and the scientist. That two-way encounter has the potential for reflective learning on both sides—by the science community as well as the public.
Why do we want the public to engage—to use that overused word—with science anyway? What benefits are there for society in a thriving science engagement sector? The benefits include encouraging science careers and science skills development, both of which are essential for our future economic growth. Members of all parties have raised that in the context of encouraging women into the world of science.
Another useful activity is the demystifying of science through researchers opening up their work.
What do we mean by a science nation? I think that we all want to see a Scotland that continues to embrace science; a Scotland that recognises and celebrates our rich tradition of science, discovery and innovation; a Scotland where our young people build on that legacy and see their future in science and engineering, in research and in turning that research into economic benefit; a Scotland where new scientific developments can be debated and discussed by the wider public without prejudice; and a Scotland where there are opportunities for people to explore science and find out something new, whatever their age or ability.
Admittedly, much of that will always rely on the strength of our education system and research base, as well as the economic development levers that nurture business, innovation and industry. However, there is a wider issue at the heart of the debate. How do we ignite that initial spark of interest in science? How do we encourage adults, who may have been let down by science at school, to re-engage with science issues that affect them, which can be as diverse as climate change, healthy eating and vaccinations? How can we encourage debate and discussion of new and often contentious science developments that will shape Scotland in the future, from stem cells to energy use?
That is where science engagement comes in. From science centres and science festivals to outreach tours taking Scottish research to schools and communities across the country, Scotland has an impressive network of organisations that take a more informal approach to science learning. By making science accessible to a wide public audience of all ages, the science engagement sector is making a valuable contribution to Scotland.
Let me explain in more detail what science engagement means, as it is separate from the formal education system. Science engagement involves scientists and science communicators meeting and interacting with the public in informal settings to explore and discuss science and its importance and relevance to everyday life. It can take place in cafes, pubs, theatres, cinemas and museums. It can include debates, hands-on activities and workshops, shows and films. Scotland’s four science centres and almost 20 science festivals provide a strong focus for making science, technology, engineering and maths—STEM—accessible to families, young people and adults.
It is, therefore, relevant to focus on the role of the science engagement sector in highlighting Scotland’s science strengths; in encouraging debate and discussion of topical or ethical science issues; in supporting science learning for all ages; and in promoting STEM careers. Of course, there will always be overlap with the formal education system. Indeed, many initiatives complement the curriculum and support science learning and teaching in schools. However, the focus of the debate should be the opportunities for people to engage more informally with STEM.
It should be said that, in that context, there has been a sea change over the past decade or so. There has been a move away from the “public understanding of science”, which implies that people just need to know a bit more about science, towards more active engagement and dialogue between the public and the scientist. That two-way encounter has the potential for reflective learning on both sides—by the science community as well as the public.
Why do we want the public to engage—to use that overused word—with science anyway? What benefits are there for society in a thriving science engagement sector? The benefits include encouraging science careers and science skills development, both of which are essential for our future economic growth. Members of all parties have raised that in the context of encouraging women into the world of science.
Another useful activity is the demystifying of science through researchers opening up their work.
In the same item of business
The Deputy Presiding Officer (Elaine Smith)
Lab
The next item of business is a debate on motion S4M-06643, in the name of Dr Alasdair Allan, on supporting a science nation: celebrating Scotland’s public sc...
The Minister for Learning, Science and Scotland’s Languages (Dr Alasdair Allan)
SNP
Science, engineering and technology are shaping the world in ways that we would not have recognised just 10 or 15 years ago. The debate is timely, giving us ...
Neil Findlay (Lothian) (Lab)
Lab
The minister mentioned encouraging women into science. Why has he mentioned that only briefly? Why does his motion not elaborate on the problems that we face...
Dr Allan
SNP
To be fair to myself, I have only just mentioned the issue, so in saying that I have mentioned it only briefly the member does not take account of what I wil...
Neil Findlay
Lab
Could the minister tell us how much it costs for a child to get into Our Dynamic Earth?
Dr Allan
SNP
I will be honest and say that I do not have that figure before me. I understand that there is an entry charge, but I should say that, although the Government...
Iain Gray (East Lothian) (Lab)
Lab
Will the minister give way?
Dr Allan
SNP
I have already taken two interventions. If the member will allow me to make some progress, I may take one from him in a moment. Interruption. I beg your pardon?
The Deputy Presiding Officer
Lab
It is entirely up to members whether they wish to take interventions and at which points. If members wish to make progress, that is entirely their decision.
Dr Allan
SNP
I think that I heard a sedentary intervention, but I am prepared to take an intervention if the member has one.
Hugh Henry (Renfrewshire South) (Lab)
Lab
We have got all afternoon.
The Deputy Presiding Officer
Lab
Could we stop having sedentary interventions? I would prefer it if members did not respond to them.
Dr Allan
SNP
Okay.The science centres attract around 650,000 visitors every year with a mix of exhibitions, shows and workshops for families, young people, school and nur...
The Deputy Presiding Officer
Lab
Thank you very much, minister. Before we move on, I am pleased to advise the chamber that all members are now present. However, some clarification is require...
Hugh Henry (Renfrewshire South) (Lab)
Lab
The minister mentioned the big bang event on a couple of occasions. I suspect that the two hours and 50 minutes that we are devoting to this debate will be s...
Sandra White (Glasgow Kelvin) (SNP)
SNP
The member has a business manager, who obviously meets the business team. Why did he not give the idea that he is putting forward to his business manager so ...
Hugh Henry
Lab
Sandra White might not understand how the Parliamentary Bureau works—I do not know—but she might want to talk to her business manager about in-built majoriti...
The Deputy Presiding Officer
Lab
I would be grateful if members who wish to speak in the debate could press the request-to-speak buttons. That is particularly important for any member who ma...
Liz Smith (Mid Scotland and Fife) (Con)
Con
I apologise to the Presiding Officer and other members in the chamber for the fact that both I and Nanette Milne were late for the debate. Part of the explan...
The Deputy Presiding Officer
Lab
I thank Liz Smith for the apology that she made on behalf of herself and her colleague Nanette Milne. I will look into the issue about the Business Bulletin,...
Stewart Stevenson (Banffshire and Buchan Coast) (SNP)
SNP
At the outset, I advise colleagues that I will not be deploying my ever popular Rev I M Jolly imitation this afternoon—others do it so much better than I do....
Iain Gray
Lab
Will the member give way?
Stewart Stevenson
SNP
Before coming to a former mathematics teacher, I want to give just a little story about my mathematics teacher, Doc Inglis. He was a wonderfully bluff Lancas...
Iain Gray
Lab
Perhaps the moment has passed, but I wanted to point out that it is not possible to talk in a vacuum because sound does not travel in a vacuum. The advantage...
Stewart Stevenson
SNP
The scream of Schrödinger’s cat no doubt—that is a rather private reference.
Neil Findlay
Lab
Will the member take an intervention?
Stewart Stevenson
SNP
I will make some progress, if I may, before thinking about taking another intervention. The bottom line is that we need people who can inspire and link scien...
Iain Gray (East Lothian) (Lab)
Lab
Nokia once ran a series of advertisements in which an overblown voice-over followed ordinary-looking people doing ordinary things quite anonymously, such as ...
Clare Adamson (Central Scotland) (SNP)
SNP
Does Iain Gray recognise that part of the reason for teaching two foreign languages to pupils between primary 1 and primary 6 is that the changes that it mak...
Iain Gray
Lab
I do understand that, but I think that the member will also understand, because we have debated the subject before, just how important it is to inspire young...