1.1 Scotland has a long tradition of producing great scientists, not only in the pure sciences but also in medicine, agriculture and engineering. The importance accorded to science is reflected in the fact that it forms an essential component of the school curriculum, studied by all pupils up to the age of 16. Good understanding of the sciences and their associated technologies is of crucial importance to the social, economic and industrial development and prosperity of Scotland in the next Millennium. Similarly, improvements to the health of individuals, of society and of the environment as a whole depend on the development of new science knowledge and skills.
1.2 All young people, not just those intending to follow careers in science, must be scientifically literate. They need to have a good knowledge and understanding of science and scientific ways of thinking in order to function effectively in a global and evolving technological society. They also need to have the skills and critical awareness to interpret and make sense of what they see and read about science in the media, where messages are often conflicting and where topics increasingly cut across a range of social, ethical and moral issues. Throughout their lives they will have opportunities to use new products, both in the home and the work place, which have been developed and shaped by modern scientific and technological industries. As responsible citizens they will need to be able to evaluate the benefits and risks associated with developments in science and their applications. To achieve all these objectives, pupils must develop a secure knowledge base and good decision-making and problem-solving skills. Their interest and enthusiasm for science must be promoted and they must be encouraged to ask well-informed questions and find answers. Preparing all young people to meet these diverse needs is the challenge which faces those who teach science, both in primary and secondary schools.
1.3 Over recent years the science curriculum at all stages has evolved to take account of the changing needs of society. In secondary schools, science courses continue to be popular with pupils. Large numbers take biology, chemistry, physics and science courses at Standard Grade, Higher Grade and Certificate of Sixth Year Studies (CSYS). The Higher Still Development Programme will further enhance provision in the upper stages of secondary schools, meeting a wider range of needs and adding new and relevant units and courses in areas such as biotechnology, electronics, geology and managing environmental resources. A number of recent studies have confirmed that high standards are continuing to be expected, and achieved, in the sciences at these stages. Given the crucial importance of science to Scotland's future economic well-being, this situation has to be sustained and further improved.
1.4 However, provision for science in many primary schools and at the early stages of secondary schools is a matter of some concern. Implementation of the national 5-14 guidelines on Environmental Studies, published in 1993, has been slow, particularly in secondary schools. As a consequence, many pupils, both in primary and secondary schools, are not yet receiving the full range of intended experiences or achieving the anticipated standards.
1.5 A lack of progress in science has been identified by HM Inspectors' (HMI) published reports on individual schools and in the Standards and Quality in Scottish Schools, 1995-98 report. HMI noted in the Standards and Quality report that the overall quality of pupils' attainment in science had important weaknesses or was unsatisfactory in 49% of primary schools and 37% of secondary schools at S1/S2. Primary school pupils showed most understanding when dealing with living things and the processes of life. However, there were significant weaknesses in their understanding of energy and forces and earth and space and in their experience of investigative work. Pupils at S1/S2 also showed limited understanding of investigative work and in many schools pupils had a poor understanding of some of the newer aspects introduced in the 5-14 guidelines. These included features of the universe and space exploration, fossil fuels, forces and their effects, genetics, adaptation to the environment and evolution.
1.6 Evidence from a number of other sources confirms this pattern. The Fourth Survey of Science 1996, published by the Assessment of Achievement Programme (AAP) in 1998, was the first in which pupils' performance was related to the levels described in the national guidelines. Performance levels were reported to be 'good at P4 and fair at P7, although specific Key Features and Strands showed signs of weakness'. S2 results 'gave cause for concern in all aspects tested, except perhaps handling information. The differences in performance levels between pupils in P7 and S2 gave concern over learning and teaching in the first two years of secondary school'. This is particularly a concern because improvement might be expected as a result of the specialist teaching which takes place in S1 and S2. Comparisons across the last three AAP science surveys show that, for written tasks, P4 performance has risen, P7 performance has remained fairly steady and S2 performance has fallen. It was also reported that 'a significant proportion of pupils at all three stages, but more particularly in the primary sector, were unfamiliar with practical activities in science'.
1.7 The Third International Mathematics and Science Study (TIMSS) published findings in 1996-97 on the attainment of 9 and 13 year olds in science across more than 40 countries. For 9 year olds, the average scores of Scottish pupils were just above the international average. At age 13, Scotland was below the international average and significantly below many countries, including England and Ireland. Scottish pupils had made less progress between age 9 and 13 than pupils in other countries. On a more positive note, 13 year old Scottish pupils performed considerably better in practical tasks than in written tasks, ranking fourth out of the 19 participating countries. This reflects well on the heavy investment which has been made in laboratory accommodation and specialist equipment as well as on the amount of time that teachers have devoted to teaching these practical skills.
1.8 The difficulties in drawing comparisons between performances across different countries are widely recognised and are described and discussed in the TIMSS report. For example, Scottish pupils were on average six months to a year younger but had been at school for a year longer than other pupils tested. However, the weight of evidence coming from national and international studies and from HMI's visits to schools is consistent. It highlights concerns about the quality of pupils' science education and their attainment, at the upper stages of primary and, more particularly, at S1/S2. These concerns need to be acknowledged and addressed by teachers, school managers and those involved with science education more generally.
1.9 In response to these concerns, HMI undertook further investigation into the teaching and learning of science. This involved:
1.10 This report identifies good practice in science education in Scotland and in other countries throughout the world and uses this evidence to establish an Agenda for Action. Implementation of the Agenda should lead to improvements in science teaching and learning which, in turn, should improve the attainment of pupils in science in primary schools and in S1/S2. This will require active support from all teachers of science in primary and secondary schools, school managers, parents, education authorities and all national bodies with an interest in improving standards in science.