Focus Education
contemporary dilemmas pertinent to science. Contests such as this clearly demonstrate how well children respond when challenged to use their knowledge and understanding of science and other disciplines in an enlightened way. T is and other imaginative approaches to learning should feature in any contemporary science curriculum. T e opportunity for independent work is also important and children respond well when given the opportunity to develop their research skills while working on a project or completing an open ended practical investigation. T e popularising of science in the media is
important but the best communicators retain the rigour as well as informing in a way that captivates the audience: they do not have to be viewed as eccentric boffi ns but more as role models to aspire to. One of the great communicators of science was Carl Sagen and in a famous episode in his landmark series, Cosmos, he refl ects on a photograph of the Earth taken by the spacecraft, Voyager when it was in the far reaches of our Solar System. What we see is mostly empty space but on closer inspection a seemingly insignifi cant pale blue dot not much more of a pixel in size, becomes apparent. Sagen refl ects: “Look again at that dot. T at’s here,
that’s home, that’s us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives.” T is image has a profound eff ect on children and
certainly gives perspective to environmental issues such as global warming and the damage we are doing to this pale blue dot as we continue our industrial development. Science can provide solutions to these problems but only if we have future generations of enlightened scientists. Brian Cox is another example of someone who popularises science by stretching and challenging without compromising the content of the
story he is telling. His enthusiasm is infectious and his recent series have been a wonderful exposition of how important it is for us to understand our Universe and our place within it. Children are as captivated by this approach as they
are by visits to places where real science happens such as CERN – the European Organisation for Nuclear Research – or other prestigious centres of scientifi c research. T ey respond well when they hear from eminent scientists who have passion for what they do. For the past few years I have been taking groups to attend the American Association for the Advancement of Science Convention. At this event, leading scientists from around the world give symposia on what they are doing and what avenues have been opened up as a result of their research. Although this is not intended for school children, the ones I have taken have responded to the unique opportunity exceptionally well and have played a full part by asking insightful questions. Given that some of the presenters are Nobel Laureates, this is a unique experience for them and echoes the sentiments of President Kennedy that it is more rewarding to achieve something that is hard than it is to achieve something that is easy. Science is a wonderful example of what can
be achieved by human intellect. It has a rich and interesting history and it is important that reference is made to this while developing new ideas. As a discipline it is creative, rigorous and, most importantly, fun. T is is the message that we need to get across to our pupils if we are to get them involved in solving the problems that are faced by the “pale blue dot” that we call home.
www.fi rstelevenmagazine.co.uk
PHOTOS: ISTOCKPHOTO
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