Written evidence submitted by the Institute for Research in Schools (COM0097)
Summary
This evidence focuses on the need to enable school students to do science and be valued contributing scientists while at school as a means of engaging both them and their teachers in the excitement and career opportunities in STEM.
It responds to the item in the Consultation – ‘The communications strategies being taken to encourage young people to study STEM subjects in higher and further education, and to encourage those people towards STEM careers.’
Recommendation – a trial of one day a week research day for a test cohort of 200 teachers to work alongside their students in fundamental research supported by IRIS. Evaluation of the impact on the teachers and their students would be carried out.
1 I am writing as Director of the Institute for Research in Schools, a physics teacher and Visiting Professor of Physics at Queen Mary, University of London.
2 Summary of the Institute for Research in Schools (IRIS)
The Institute for Research in Schools is a new charity bringing authentic research into schools as a method for inspiring students and reinvigorating teachers. We work on making access to data and research projects available through resources, training and direct support. We want to release the potential of young people and encourage them to contribute to the scientific and engineering community to help solve grand challenges. We have found that teachers are reconnected to their subject through this approach and we are having a huge uptake by schools, universities and industries. There is so much benefit to be gained by engaging young people in solving global problems and making their experience of STEM real and related to the world of careers and challenges they will face.
So far we have areas of research work in particle and space physics, transport, marine research, biomedical science, astronomy and materials science. Students learn skills of creativity, collaboration and communication including presenting at research conferences. We aim to help release the ingenuity and passion of young people.
3 Our key point in this debate is that the fundamental grounding and development of science communication and science capital in young people is their school science education. IRIS aims to enhance the experience of school students by allowing them to contribute at the cutting edge in science and in so doing inspire their teachers too. At my school this approach in physics led to A level physics numbers going from 60 in the sixth form to 240 and us supplying 2% of the female physics undergraduates. If a love of doing science and being part of the science community is instilled at school then this will extend to families and onwards in young peoples’ lives.
4 The recommendation is to trial a model for teachers where teachers can have one day a week engaging their students in genuine research science, supported by IRIS.
Many models for remedying the acute teacher shortage especially in physics is to recruit post graduate physicists and give them a day a week for their own research, so the approach isn't new - it is just valuing the many thousands of committed teachers in schools to keep them inspired in the profession. Having been established for less than two months we already have over 150 schools engaged with us in research. Science education has in many cases lost its connection with what it is to do science, be a scientist and be involved in the myriad of amazing and challenging careers connected to STEM areas. Students are inspired and engaged when they have a chance to be part of the science and engineering community and unless we start them off with a positive view working alongside reinvigorated teachers we will always be playing catch up and trying to engage and communicate with people later.
5 IRIS would be very happy to speak to the committee and below are some links to articles about IRIS and the two minute video highlights of our launch where young people presented their research to a full house at the Science Museum on 3rd March 2016.
Articles about the approach of IRIS
Aeon
https://aeon.co/opinions/to-think-like-scientists-students-should-work-like-scientists
THES
https://www.timeshighereducation.com/news/project-tempts-pupils-with-chance-to-contribute-to-science
TES
Nature paper
http://www.nature.com/news/reading-writing-and-high-energy-physics-1.17964
Launch
May 2016