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Chamber

Plenary, 03 Mar 2004

03 Mar 2004 · S2 · Plenary

Item of business

Institute for Science Education in Scotland

Murray, Elaine Lab Dumfries Watch on SPTV

I was about to train to become a physics teacher when I began a political career 10 years ago through being elected to Strathclyde Regional Council. I had a place on the postgraduate certificate in education course at Craigie College. Sometimes I reflect on the relative usefulness and security that each career path offers. I therefore congratulate Lord James Douglas-Hamilton on securing a debate on a topic that is close to my heart. Science is extremely important to Scotland's future and science matters are not debated nearly often enough in the Parliament.

At the Labour Party conference last weekend, the First Minister stated that Scotland needed to develop "a dynamic economy" that would mean

"opportunities for Scots and resources for schools and hospitals."

However, we cannot have such a dynamic and world-class knowledge-driven economy if we do not have a supply of

"young scientists and engineers and a population that better understands and appreciates science."

That is a direct quotation from the Scottish Science Advisory Committee's report, "Why Science Education Matters: Supporting and Improving Science Education in Scottish Schools".

Robert Brown referred to the belief that science is boring and difficult. There is a genuine problem with science's image. It is also thought that it does not have much reward in the long term. Such an image is not helped by stories such as the recent story about the scientist retraining as a gas fitter because he could earn more money and have more job security if he took that career path.

Sylvia Jackson alluded to the fact that science is seen as a masculine subject, which often puts girls off it. The physical sciences and engineering in particular are seen as masculine subjects. I trained in physical chemistry and have to say that the fact that there were many blokes around made the subject rather more attractive to me. [Laughter.] This is not about a bang in the lab.

We must try to get away from the image of science as involving geeks in laboratories. I was terribly sorry about poor Beagle 2 getting lost. The gentleman who seemed to front up that project was very charming, but he looked a bit strange. Scientists need to look a bit more ordinary and try to engage more with ordinary people rather than put young people off science.

We must face the fact that a third of all science teachers are now over 50—unfortunately, I would not have helped a great deal in that respect if I had gone into physics teaching. There is a great need to attract young teachers into science. Significantly more science teachers and science technicians are needed in the next few years. Many scientists are aging and science is a rapidly advancing subject. There is a greater need for professional development to allow science teachers to keep up with recent developments in schools.

In my final few seconds, I want to advertise an event tomorrow on microbiology awareness. Hugh Pennington will be at the Hub to discuss the importance of microbiology and the biotechnology sector. I hope that members who are interested in science will participate in that event.