Primary sciences

A MODEL house that lights up, radiation in the form of light and heat, germinating plants, tree and animal studies all formed part of an impressive display mounted by four schools at the this year's Aer Lingus Young Scientist exhibition.

The difference between these and other exhibits was not in the quality of the display but the age of the children who had worked on the projects.

This was the first year that primary schools exhibited projects. A joint initiative by the Department of Education and Aer Lingus brought the schools to the exhibition, perhaps marking a new attitude to science in primary schools.

Up until 1971 science was not a compulsory element of the primary curriculum and its introduction into the curriculum then could hardly be described as a resounding success. A survey conducted by the Department of Education in the 1980s indicated that science was one of the least effectively implemented parts of the primary curriculum.

But science is to have a much higher profile in the new primary school curriculum, which should be completed this year. A draft science curriculum has already been completed and is being considered by the National Council for Curriculum and Assessment. The current subject - social and environmental studies - will become social, environmental and scientific education.

Albert O'Ceallaigh, chief executive officer of the NCCA, says that science education is an integral part of the holistic development of the child in the modern world. He also notes that comparative international studies have shown that Irish teenagers at age 13 are not performing well in science. The new curriculum will attempt to address this deficit.

Dr Paula Kilfeather of St Patrick's College, Drumcondra, Dublin, notes that the practical side of science is very important.

"Science is different from other subjects in that it is based on experimentation. Reading about science is not as much fun as making things, doing experiments, observing things closely, using batteries, bulbs and magnifying glasses," says Kilfeather, who acted as consultant to the four primary schools which participated in the Young Scientist exhibition.

As to the feasibility of introducing the practical side of science to primary school children, she says that the display at the Aer Lingus Young Scientist exhibition showed that the equipment needed is very simple basic material that can be obtained in any hardware shop.

Introducing science to children is an exciting and rewarding task. Children have enormous enthusiasm for science and get a great deal of fun out of exploring ideas. But, it has to be said that introducing science to young children can also be time consuming and may require a great deal of preparation says Kilfeather.

Anthony Mulvaney principal of Moynalvey National School, in Summerhill, Co Meath, says that the experiments which his fourth and fifth class carried out for the Young Scientist were "relatively simple and straightforward and didn't require incredible equipment. The kids loved it." The girls and boys in fourth and fifth classes carried out a range of experiments to establish the effects of heat, moisture, light and air on the germination and growth of plants.

Gerard McHugh, principal of San Carlo Senior National School in Leixlip, Co Kildare, explains that his approach to science is to cultivate and encourage a method of thinking, enquiry and investigation rather than doing dozens of experiments as in post primary school.

PUPILS in his school presented a project at the Young Scientist exhibition entitled "Splashing in the current". All 30 pupils in one sixth class and their teacher, Martin Whyte, participated in making a house with various electrical circuits that would light up; traffic lights that worked and demonstrating parallel and series circuits.

While McHugh would like to see a continuing forum for primary schools to display their scientific projects, he would not be happy if it developed into a competitive event.

He is looking forward to the introduction of the new science curriculum but stresses that teachers must be provided with in service training and that there must be some provision to cover costs. "I would remind the Department of Education that in 1850 the British government pioneered a pilot science project in the "Model" schools, giving them between £50 and £60 each. A proportion of that sum - updated to its current monetary equivalent - would be sufficient," says McHugh.

In addition to the exhibition by the four schools, Hands On Science Outreach, an organisation based in Maryland, in the USA, demonstrated some simple, inexpensive experiments that might grab young people's attention.

The organisation has developed a programme to introduce children between the ages of four and 12 to science. It provides exposure to science for fun in a safe environment, with ample time for individualised attention in small groups," according to its brochure. The HOSO programme is based on three components: leader training, lesson plans and a kit of materials for each eight week class series.

The Minister for Education says that the purpose of the participation of HOSO in the Young Scientist exhibition was to give Irish parents and schools an opportunity to see for themselves the approaches to teaching and learning used in that programme.

"The study of science is of intrinsic value to all pupils and is also of practical importance in to day's world. I hope that this participation by primary schools at this year's exhibition will give science learning and teaching in our schools a considerable boost," she adds.