As a science teacher with over 20 years’ experience, I regularly am confronted by students with the same set of questions…Why do I need to know this? When am I ever going to use this? Why should I learn this? I have learnt over time that these are normal questions for teenagers who are trying to identify and rationalize their place in the world. What they are asking is, how does this affect me?
In previous years my responses have varied, but generally always seem to reflect the collected wisdom of Science… “Studying science allows us to build solutions for everyday life and helps us to answer the great mysteries of the universe” or “Everything you do needs Science”. Hollow comfort to a fourteen-year-old, but at least I get to hold the moral high ground – or so I thought. Science has a specific role in our society: creating new knowledge, improving education, and increasing the quality of our lives. Altruistic goals to be sure, but how do you get this message across to teenagers in a meaningful way? Surely we all can agree that nothing much has happened since Newton wrote that stuff down about gravity? Right?
Welcome 2020. Bushfires caused by natural events, and exacerbated by climate change and poor land management. The images of thousands of people left stranded in doomsday conditions on South coast beaches, waiting for the Australian Navy to arrive will stay with me for some time. Severe weather events lashing every continent, and not just coastal regions. Locally, the term “Canberra Golf ball” has arisen to describe the hundreds of cars damaged by January’s hail. Is it a statistical normality? Just a 50-year storm? Or has climate change left another indelible mark on our society? The seemingly obvious answer seems to continue to bewilder our leaders and remains a constant agenda item for our politicians in session.
And of course COVID-19. It came, we saw, we got locked down. Masks. Stay at home orders. Handwashing. Social distancing. What is the right way forward? Where did it come from? How does it affect us? When will we have a vaccine? The entire world (with one notable exception) has had to sit up and take notice, to listen to ‘the Scientists’. Everyone now is talking about viral proteins, transmission rates, and vaccination. Biology teachers have waited their whole lives for moments like this. The lessons aren’t over yet. Last week saw an earthquake in the Mediterranean that destroyed cities and killed hundreds.
These horrid events have created a flood of teaching moments, discussion points and questions as students struggle to make sense of the world we find ourselves in. Opportunities abound this year for students to see science and scientists in diverse fields, challenged to understand nature, and charged with the responsibility to protect society. New niche business opportunities have flourished. From the blossoming face mask cottage industry to whiskey distilleries now making hand sanitizer. And in the face of all this, Science marches stoically forward.
For nearly 40% of senior students at Eddies, next year Science will be a significant portion of their learning package. A number that is growing every year and reflects the quality teaching and learning that happens in this space. They see science as an integral part of their passage through education and into the wider world. For the rest, was Science a waste of time? I think not. Instead, I prefer to believe that when they look back on their school days they will think of science as a bit like a spare tyre for their car. It took up a lot of space they could have filled with other things. But when 2020 hit, geez we were glad it was there….
Mike Brennan
Head of Science (Acting)