Vol. 521 No. 4
296 Mr. R. Bruton asked the Minister for Education and Science if he will release the full results of the review of science facilities in second level schools undertaken by his Department; and the reason he believes the public and Members of the Oireachtas should not be given access to these findings at a time when the Joint Committee on Education and Science is holding hearings on the subject of the effectiveness of Irish education in science. [17263/00]
Arrangements are in place to produce a comprehensive executive summary of the main findings of the recent science survey. It is planned to produce the summary later this summer. I am confident that publication of the executive summary will provide adequate data on all pertinent matters raised in the survey.
297 Mr. R. Bruton asked the Minister for Education and Science if the colloquium on physics held in 1998 by his Department revealed the way in which Ireland compared to other participating European countries; and if he will make a statement on the matter. [17264/00]
The general aim of the colloquium was to carry out an analysis of approaches to physics education at 16+ within the general education systems of participating countries and to investigate methods of comparing standards in physics at 16+. The proceedings of the colloquium compared and contrasted different features of physics education within the participating countries and identified areas of common concern.
The following recommendations arose from the proceedings. There should be a general willingness to test current practices in physics education against evidence of their effects and outcomes. A variety of physics courses is required at 16+ because courses which are fully directed towards a preparation for the study of physics in higher education seem to become less attractive for those with other ambitions and interests. It is possible that lowering the standards of the intended curriculum may lead to increasing standards in the attained curriculum. Physics education needs assistance from other institutions, such as professional associations, universities and industries in offering challenging extra-curricular activities for students and support for teachers. Practical work, some of which should be investigative in nature, should be assessed. Further work is required on how this can be done in ways that are both valid and reliable. Some components of high stakes examination systems will have to be assessed by teachers within the context of normal classroom learning if it is accepted that it is impossible to assess some of the important aims of science education by means of short written tests. Induction and classroom practice should be seen as an integral part of teacher education.
A table comparing features of physics education in the participating countries is included in the colloquium proceedings. The table includes a comparison of curriculum and assessment processes for the eight participating countries with details on duration of physics courses and types and styles of examination papers and practical and coursework assessment.
The principal outcome in regard to investigating methods of comparing standards in physics at 16+ has been an analysis of the difficulties attached to such a venture which results from differences between countries in physics education at second level.
A copy of the proceedings of the colloquium will be forwarded to the Deputy for his information.
