Feature: Ringing the changes
12 May 2009
School science education in the UK is changing. Teachers and pupils are finding themselves in the midst of a series of curriculum changes that stem from the desire to make science relevant and applicable to the majority.
Professor Derek Bell, the Trust's new Head of Education, is well placed to understand the challenges and opportunities presented by such a transition. He was previously Chief Executive of the Association for Science Education (ASE), and his background in education includes time teaching (first PE, then science) and policy making. Now he is leading the development of the Trust's education strategy.
A key focus of this strategy will be continuous professional development for science teachers. "Attracting teachers into the profession and encouraging them to stay is all about helping them to see what the opportunities are and what the rewards are," says Professor Bell, who introduced the Chartered Science Teacher status while at the ASE. Changes in the science syllabus need to be matched by well-trained and motivated teachers, he adds.
At the ASE, Professor Bell was also involved in setting up the national network of Science Learning Centres, the national coordinating centre of which the Trust funds. At these centres, teachers and science technicians are kept up to date with the latest developments in science, and can experiment with new ways of teaching the subject. "Part of professional development is making teachers feel valued. It's about creating an environment where teachers feel they can do what they want to do, and interact effectively with students," says Professor Bell.
But what about developing the science curriculum? Professor Bell thinks that this should be firmly based on research. "There is a need to find out what works in terms of teaching science and how that feeds into policy," he says.
Under his leadership, the Trust looks set to continue to build on its commitment to commissioning meaningful research to help inform education policy. "The documents [produced from this research] should not only influence policy makers but teachers as well," he says. "We have to get teachers to engage with the research and see that it's of relevance to them."
The Trust's latest education report, part of the Perspectives on Education series, covers one of Professor Bell's concerns: the issues that affect science education as students move from primary school to secondary school; the previous edition focused on the topic of primary science.
Addressing how science is kept alive during this transition is important, particularly given the decline in numbers of students studying science at A level and beyond. How and why pupils focus in a particular way at a given stage are important considerations. "Doing primary science taught me more about science and doing science than my degree or PhD. Primary science is all about asking questions, finding out and generating curiosity," he says.
With Professor Bell on board, the Trust is set to increase its influence on science education policy, to ensure that the ways of thinking necessary for doing science are encouraged and nurtured, and allowed to develop into a lifelong habit of asking questions and seeking answers. "For the first time there is an explicit recognition that we're teaching science to all students, the majority of whom aren't going to do careers in science," says Professor Bell. "But science has got something to contribute to their broad education and to them as individuals."
Career highlights
1970s Taught science, environmental studies and physical education at Christleton High School, Cheshire. Became Head of Biology at The Grange Comprehensive School in Runcorn.
1983 Moved into science teacher education at Liverpool Institute of Higher Education (now Liverpool Hope University).
1996 Director of Graduate Studies and Research at Liverpool Hope University.
1999 Vice Principal at Bishop Grosseteste College in Lincoln.
2002 Chief Executive of the Association for Science Education (ASE).
Jan 2009 Appointed Head of Education at the Wellcome Trust.