Dáil Éireann debate -
Wednesday, 22 Mar 2000

Vol. 516 No. 4

Written Answers. - Leaving Certificate Examination.

Nora Owen

Question:

110 Mrs. Owen asked the Minister for Education and Science if his attention has been drawn to the concern being expressed regarding the drop off of second level students taking chemistry and physics for the leaving certificate; the plans, if any, he has to encourage these subjects in order that more students will be prepared to study these subjects at third level; and if he will make a statement on the matter. [8377/00]

Minister for Education and Science (Dr. Woods)

I am aware of the current trends in uptake of chemistry and physics in second level schools. One of the first official actions which I took as Minister for Education and Science was to launch a careers information pack which was aimed at drawing attention to the career opportunities which abound in science based sectors.

The decline in participation rates in the physical sciences is a multifaceted problem. Curricular content, availability of laboratory equipment and practical work, examination papers, parental influence, peer pressure, perceptions regarding points, awareness of career options and career aspirations all impact on the uptake of a subject.

The complex interplay of these factors will doubtless vary from school to school. It is also worth noting that the trend observed in the up-take of the physical sciences in Ireland is mirrored internationally. This issue was explored as part of the international colloquium on attainment in physics at age 16 plus, which was organised by the Department of Education and Science and held in Cork in September 1998. Consequently, intervention in a meaningful way to arrest the trends in up-take of the physical sciences represents a major challenge, not only to the Department of Education and Science and post-primary and third level sectors, but also to the industrial sector which depends on a well educated population in these subject areas.

Recognising the importance of physical sciences subjects in the context of our increasingly technological society and acknowledging the complex nature of the problem, my Department's current initiative, costing £15 million over three years, addresses many of the factors listed above. Under this initiative the following have been put in place. A major programme of investment in modernising school science laboratories is being implemented. The use of information and communication technologies in the teaching of chemistry and physics is seen as important in modernising the presentation of these subjects. Consequently, I have arranged for a special grant to be issued to schools shortly. A new payment for schools for each student undertaking physics or chemistry was introduced this year. Costing more than £300,000 in a full year, this involves providing schools with £10 for each student to aid in the purchase of materials for these classes. New syllabi in leaving certificate physics and in chemistry have been issued to schools in December 1999 and the new syllabi will be introduced in September 2000 and examined in June 2002. The content of these syllabi includes a 30% weighting in the area of science, technology and society which will increase awareness of the relevance of these subjects in everyday life. There is an increased emphasis on practical work and new topics such as particle physics and industrial and environmental chemistry are included.

The NCCA is currently undertaking a review of the junior certificate science syllabus, particularly in respect of the physics and chemistry content of the syllabus. Work to improve the structure and layout of questions in the leaving certificate physics and leaving certificate chemistry ordinary level papers is ongoing. A number of changes were implemented last year. Circular letters and exemplar questions to support a continuation of this work have been issued to schools in December 1999.

A new examination paper format for the junior certificate science examination at ordinary level is being introduced this June 2000. This change was notified to schools in December 1999. An extensive in-career development initiative for teachers of physics and chemistry at both leaving certificate and junior certificate levels has been launched. A panel of trainers was appointed last September to support this initiative. The initiative will consist of comprehensive programmes which will emphasise modern developments in teaching methods, including the role of practical work, in relation to these subjects. Each of the country's 900 teachers of physics and 1,000 teachers of chemistry has had the opportunity of attending one and a half day's in-service training this school year. By the end of April they will each have received another day's in-service in chemistry and in physics in preparation for the introduction of the new syllabi in September. The trainers will also provide ongoing support for teachers of these subjects over a three-year period. I also intend providing copies of the resource handbooks in physics and in chemistry, which were developed under the schools intervention project and supported under the gender equity programme, to all schools, both in book form and on CD-ROM. A one-week residential training course for teachers of physics and of chemistry was held at the University of Limerick in July 1999 to develop and extend the skills base that currently exists in the area of delivery of in-service training to teachers in the physical sciences. Fifty teachers were in attendance and many of these teachers are now available to deliver in-service at a local and national level.

A video and CD entitled Careers in Science, produced by FÁS with the support of the chemical and allied products group, which I launched in February, is specifically aimed at identifying the career opportunities available to students of the sciences, particularly chemistry. Officials of my Department assisted in the preparation of this material and in distributing it to all school principals, chemistry teachers and guidance counsellors.

A special working group was set up by the Royal Irish Academy last autumn to consider approaches for tackling the problem of declining popularity of chemistry and physics. Particular consideration was given to the possible initiatives that the third level sector might undertake to support developments at second level. I am at present studying the findings and recommendations of this group.