June 8th, 2007
The most depressing thing I’ve read in ages…
Posted by
chrislintott in
Schools
…is here. The next question is ‘what are we going to do about it?’ because it appears that ‘nothing’ is no longer a viable option.
on June 9th, 2007 at 9:56 am
Firstly, physics teachers have to stand up and support what Wellington Grey is saying - and other science teachers too for that matter. Secondly raising the level of awareness in our colleges and universities is also productive since by raising the A-Level and Bsc expectation levels, the GCSEs will have to follow.
Equally, who sits on the boards at AQA and other examination boards? Lecturers and education experts -let them know what is happening directly. The internet is perfect for this.
Finally we need to stop thinking that everyone has the right to get a GCSE in something. They have to earn it by undestanding the subject.
on June 9th, 2007 at 5:32 pm
In the UK, the Government calls the tune and (perhaps not surprisingly) Education has become more and more “Political”. This leads to teaching pupils to debate an issue in line with the Governments position - and not teaching them how to establish or uncover the facts for themselves. Since, by law, parents are forced to pay (i.e. Taxed) for this type of “education” (and the Private sector has been progressively dismantled over the last 50 years), I see little hope of anything ever changing. Fortunately other Countries do an excellent job of teaching Physics. Tomorrows Nobel Prize winners in Physics will be Chinese or Indian …
on June 9th, 2007 at 5:39 pm
Storm Parliament.
Did I say I wanted to teach physics? Yes, and so very much, but . . .
If a pro-fox-hunter goes to Patrick’s house to try and debate with him, perhaps someone can make him tell us the way into the House of Commons? I feel that desperate.
Or, seriously, can we get up a campaign of some kind? Even if we do have to ask police permission to protest near Parliament. Seriously. Anyone up for it? Let’s pool our ideas. You’re right, Chris, we can’t just do nothing.
Scientists unite.
on June 11th, 2007 at 8:11 am
The suggestions that come before mine (which weren’t up when I posted) are definitely much more sensible, and I hope it’s obvious mine was largely tongue in cheek.
Still, any teachers out there - do you think it’s worth my contacting all the schools I’ve worked in/been educated in to see what they think and what they reckon can be done about it?
At the school I was at for longest, it was thought immodest and unseemly for the individual to stand up and shout about something, or indeed have opinions of their own. But I think it’s only these sorts of things that can begin to work on large problems like this . . .
on June 14th, 2007 at 1:22 pm
The worst thing is we are short-changing our kids.
As a soon-to-be (hopefully) science teacher I want to to go into the classroom and inspire young people. I want them to be as excited about science as I am and to know where they can fund out more!!
It is a scary that thought that the science Alice and I finally get to teach may not be ‘real’ science at all!!
on August 14th, 2007 at 11:20 pm
Chris,
Would it be appropriate for physicists to let the DoE/AQA do as it wishes? I don’t presume anyone to be able to take the Goliath of establishment, head-on, without either significant will or resource (few of us are misfortunate, enough, to have to face & withstand the brutal testing of a mindset like Galileo). Yet, could physics teachers, who require a more rigorous examination for sixteen year olds, produce & implement a separate, extra-curricular test for anyone of that age who is interested enough? The examination authorities have, by their own action, created a gap in the market, which teachers & physics professionals could exploit for the benefit of those who wish to learn more - & to a much higher standard. Though, this may detract from the one-size-fits-all of a state-sponsored comprehensive education; perhaps it isn’t the sacred cow, which we are led to believe it is? Surely, the opportunity to learn, at one’s own pace (if one chooses to learn, at all!), must come first?
As a suitable test, for instance, for a bright youngster - perhaps even an eight to eleven year old - then learning & memorising something such as stellar spectral types, & even getting a basic understanding of the H-R diagram, isn’t too much to ask. This wouldn’t be much different to memorising the times table or Latin tenses. If presented in a suitable way, then logically-minded little fellow would be quick to gain understanding.
If I might also ask, & aside from the deepest issues of morality involved (i.e. having the named mp3 player there, at all); did the specific manufacturer, of the named mp3 player, pay for that product placement/idea reinforcement? If not, then why is a commercial enterprise being given free advertising, in an academic setting?
Chris, there may be no need to be depressed. The opportunity is there for an entrepreneurial solution - should someone wish to take on the challenge. I beg your pardon for my rather political response!