Students can find it hard to know what areas of science are actively researched, especially since much of what is taught is so ancient and established (But Physics A Level now has a token Quantum Physics section, and that’s less than a hundred years old!). A new study may help.
The PLoS ONE online journal has a paper presenting a map constructed from over a billion user interactions logged by journals’ web portals (so-called clickstream data). The result is a beautiful whirlpool shaped image, showing the links between different research areas throughout the sciences, humanities and social sciences.
Click to go to the larger version.
There is a worryingly large gap between the sciences and the humanities; Snow’s Two Cultures are alive and well worldwide, and not just in Britain, since the data used is global. The Royal Institution is holding a lecture this week entitled CP Snow’s ‘Two cultures’: 50 years of debate. Bath psychologist Professor Helen Hast will “explore the paradoxes of “value freedom” within such a highly morally-charged perception of both the pursuit and purposes of science – and some resistances to it.”
The RI page for the talk says that the is good availability for tickets. Quite so.
Wow, what a set of images! Come on Moon Hoax types, put this in your pipe and smoke it. The Lunar Reconnaissance Orbiter has taken some great images of the Moon’s surface during its commissioning phase. Resolution will improve in the near future as the orbit is lowered to its mapping altitude and the Sun rises higher to improve the signal, but even so you can see the landers, instruments left behind and tracks in the dust.
It won’t persuade the dyed-in-the-wool deniers, but will be useful in turning students away from the dark side, having been left hanging by a naïve treatment in history lessons.
Students and I very often have different conceptions of what Sixth Form study is about.
In my mind it is about getting to grips with a subject at a conceptual level, understanding the links and implications, and learning enough facts and skills to be able to be able to demonstrate that understanding.
The bulk of my students naturally see the lessons and exams as tasks to complete with as little effort as possible. I say naturally, because that is how they have been trained for years to see their education: bite-sized chunks to reproduce in modularised exams since primary school, ideas that are so simple that a bright pupil can learn without any effort and a less bright one by rote memorisation. These students who have made it onto my Physics course have been successful in that environment, and it is often hard for them to adapt to the holistic demands of A level that are more suited to their abilities as clever sixteen-year-olds.
The Paradox of Hard Work
The biggest problem I find with students is not that, under pressure for the first time, they don’t work, but that they don’t make the effort to learn. I get asked by parents why their child is not getting the grade As in A level that they got at GCSE the year or two before. Their child, they tell me, is spending hours working at home to improve their performance, downloading past papers from the exam board and doing more and more exam practice.
The reason, perhaps, is that they have been spoiled. All their teachers for the previous three years were working under the Damocles Sword of national exams, the results of which are naively used to rank schools, and to judge whether teachers deserve their annual pay rise. Many (but by no means all — a topic for a future post) know that teaching the subject is the best way to produce deep learning. But everyone ends up teaching to the test, with weeks to months every year taken up with exam practice and mock exams. There are exam papers for homework and past exam questions for revision exercises and class tests.
Eat, drink and breathe the exams. Technique is everything.
So of course, in my classes, the first time a topic gets difficult, students resort to one of three actions: conscientious study; blinkers or extreme hope.
The recommended route to success. It involves a full commitment to learning what is taught and thinking about it in a structured way, supported by a revision schedule and a small amount of exam preparation work. Rarely attempted.
The second action is worrying, since this represents a large group of rather well motivated students who expect to be successful. Mathematically strong students, finding grades slipping as the course progresses, decide that what is needed, and what worked last year, is to practise answering exam questions. Again and again and again. After an initial boost to test scores, improvements stall and further efforts produce diminishing returns and the pressure to `work harder’. Problem solving skills (really, just learning a few standard techniques) are shallow and can not remove the need for deep conceptual understanding.
The most common action by far is to do nothing and hope that everything will sink in eventually. Students are discomfited by the nagging feeling that they ought to be doing something, but prefer to do something else out of class. This has ever been so with students, and there is little to be done short of compulsion. My own College is caught between an official policy, of encouraging students to be responsible for their own learning, and the need to hold teachers accountable for every student’s under-performance. We tell them to take responsibility, then deny them their just deserts and their chance to learn a life lesson.
The more they fail, the harder they hope.
But we can’t let them fail, can we?
The Prime Minister, Gordon Brown, has declared that the UK
… will educate the next generation of world class scientists; and that to do so we will work towards all pupils having access to single subject science teaching – with a guarantee that 90 per cent of all state schools will offer this within the next five years.
But, isn’t there a national shortage of Physics teachers? I know it is hard to tell since the government stopped recording Physics teacher shortages a few years ago (they do report a 0.9% vacancy rate in science posts, since schools top up with Biology specialists), but the Centre for Education and Employment Research says in this report that a quarter of secondary schools don’t have even one Physics teacher.
But, Gordy has a plan! As our industrial base implodes in the recession, all those engineers will be approached, “guaranteed”, to train them as Physics and Maths teachers. “Come here my lovelies, teaching is better than the dole!”
After a decade of promising that all the education problems will be solved (remember “education, education, education”?), nearly all school physics departments, where they exist, are still hugely understaffed, more Physics teachers are still leaving than joining schools each year and perhaps 30% are due to retire in the next decade.
Recruiting a few down at heel industrial workers will not even work as a short term fix for the existing problems. There are better ways to tempt Physics qualified people into teaching than simply waiting for companies to go bust (see How to Recruit a Physics Teacher), but the government and unions will never take the necessary step of letting schools compete freely in the jobs market and offer attractive packages for people with shortage skills.
This weblog will explore my thoughts about the English education system, including curriculum, political and pedagogical issues, particularly around sixth-form teaching and especially Physics.