More needs to be done for science and maths, says BRIAN MOONEY

CONCERN ABOUT the small number of students taking higher level maths and science subjects – particularly chemistry and physics – continues to grow.

But here are some questions to ponder. Firstly: why is junior cycle science not a compulsory subject in our schools?

Because, if the Department of Education made it compulsory to teach science to all students, they would be obliged to provide the science laboratories in which to teach it. And Ireland still has a seriously underfunded education system.

Secondly: why don’t more students who study the subject at junior cycle take it up at Leaving Certificate level? Because they don’t get the chance, due to the lack of modern lab facilities, to engage in scientific experiments.

If our 12- to 15-year-old children engaged in scientific experience, it would unleash a desire to explore the world of scientific discovery. The huge success of the Science Gallery in Trinity College in presenting science in an attractive manner to both young and old shows what can be achieved with a little creativity and imagination.

Thirdly: why is biology vastly more popular than physics and chemistry? Because the experiments students observe and engage with are mainly biological, dissecting small animal organs and plants. If students had the same opportunity to engage with chemistry and physics in a similar manner, working with teachers who had been up-skilled in the latest developments and research opportunities in these disciplines, they would be far more inclined to opt for these subjects. But in many cases schools do not have the teachers or the facilities to offer chemistry and physics at Leaving Certificate level.

Fourthly: what about the chronic shortage of engineers and the problem of attracting students to take higher level maths? Because, as with science, technology education is massively underfunded in Ireland, with very poor technological laboratory facilities in most schools. If we want to safeguard the supply line of Irish engineers and thus the future growth and development of our economy, we simply have to build high quality technology laboratories in our schools.

As for the maths issue, if we invest in upskilling our cohort of maths teachers, so that they are properly trained to deliver the five components of the new “Project Maths” curriculum, we will see huge improvements in the performance of maths students at all levels, and a major decrease in the high failure rates at ordinary level. If a comprehensive programme of in-service training for maths teachers does not take place, a huge opportunity to increase our competency as a nation in maths will be missed.

Finally: is there one simple action that the Department could take which would substantially increase the number of students taking higher level maths in the Leaving Certificate?

Yes, allow higher level maths students to sit an ordinary level paper at the end of fifth year.

As it is, thousands of higher level maths students drop down to ordinary level in sixth year.

If they secure anything less than Grade C in their higher level mock paper, it is the fear of failing maths which leads them to drop down to ordinary level.

If we removed that fear of failure, by allowing them to secure an ordinary level D beforehand, we would see thousands of additional students taking higher level maths in the Leaving Certificate.

Brian Mooney teaches at Oatlands College, Stillorgan