Rationale behind the event
Since the Bodmer report in 1985 there has been a growing enthusiasm for “the public understanding of
science”. This was originally conceived as ‘teaching the public more science’. More recently a consensus
has emerged that communication is a two-way process and scientists need to engage in a dialogue with
wider society.
It is also thought that in order for citizens to meaningfully participate in this dialogue and in making
decisions in their lives, an understanding of the scientific process is in many ways more crucial than an
understanding of specific science facts. For example understanding how peer review works, how
hypotheses are tested and how scientific consensus emerges.
Analysis suggests that, for example, the MMR debacle had much more to do with lack of understanding
of the scientific process than to do with lack of understanding of specific scientific facts per se. Similar
arguments have been made re public attitudes to anthropogenic climate change.
This understanding has been reflected in the new (2006) British GCSE syllabus with its emphasis on
‘How Science Works’, in changes to the KS3 and A Level syllabi and the addition of a ‘Science for Public
Understanding’ AS Level. The curricula now consider issues like dealing with scientific uncertainty and
the wider implications of scientific activity.
Large scale evaluations of the new curriculum are broadly positive about these changes, but found that
resources to support teachers in these new areas are lacking. Specifically in helping students develop the
skills to discuss science and society issues and put things into a wider context. Our own research with
teachers supports this view.
These sometimes abstract or esoteric questions can be difficult for teachers to teach, especially when
they may not have had any training in the area themselves. There is also a new recognition that real
world experience or ‘experiential learning’ is far more memorable for young people and helps them to
develop life skills.
This is precisely why we have developed the event, which transfers smoothly to the Irish Leaving Certificate science syllabuses. I’m a Scientist helps to improve critical thinking and problem solving skills and independent thinking, which is one of the main aims of the Leaving Certificates.
The team involved have, between them, decades of experience in science education, science
communication and other forms of youth engagement work. We consulted extensively with teachers
throughout the development process to make sure we were producing an event that would meet their
needs and actually work in the classroom.