Written evidence submitted by Jean Martin (COM0112)

Executive summary

• Personal experience
• The media could do better in terms of the way scientific issues are reported. Promotion of the use of Plain English across all types of science reporting would increase understanding and reduce the fear that many have of maths and science.
• How can the idea that it is unacceptable for public figures to proclaim their ignorance of maths and science be promoted?
• Personal involvement in science activity as a citizen.
• Problem of raising awareness of activities.
• Museums and exhibitions – what engages people.
• Some limitations of museums and exhibitions as ways of encouraging people into science and a suggestion

Reason for submitting evidence:

Concern that, despite efforts of the science community, there has not been enough improvement in take-up or change of attitudes to science

I’m now retired but, when I was about 11, I joined a natural history group at Woodend Museum in Scarborough. The enthusiastic adults who ran it inspired me to learn about geology, wildlife etc. and to study for a science degree. There followed a career in Science education (mainly in schools, then university, then as a writer of school science textbooks).

Had I not found out about the museum club, I might never have done all that. The key influences there were:

• Enthusiastic people who could communicate that enthusiasm and involve us in field work,
• Lively accessible exhibitions (not a mass of dusty cases of specimens),

Suggestion: facilitate museums etc. to become more involved in this way.  Resources, staffing and child protection issues currently get in the way of this.

1. The way the media portrays science

• Headlines are often misleading – and those may be the only bits read.
• There are some excellent reports on TV, radio and in the press but others are off-putting or misleading. An example might be the portrayal of GM as all good by some and all bad by others. The truth is that some GM is beneficial and some potentially a problem – some presented as good by those with vested interests using misleading information.
• Language used can be inaccessible. There is no need to avoid technical terms if they are explained. They should always be used correctly (not always the case e.g. misuse of bacterium / bacteria is common). The carrier language should be straightforward (short sentences rather than complex and other suggestions promoted by the Plain English campaign). Sequencing of ideas in an explanation is important for understanding, particularly in broadcasting as re-reading is not often an option.
• School science textbooks: Research has shown that accessibility  of language is important. A case study comparing classes taught using standard and simplified worksheets showed that test results of the lower achievers were better in the group using simplified worksheets. The results for the brighter pupils were about the same. However, the latter completed the work more quickly, providing time for consolidation and extension One reason may be that they don’t have to re-read or puzzle things out if the language is more accessible. Currie, H (1990) Making texts more readableBritish Journal of Special Education17(4)p137-139. One benefit of freeing up time for the brighter pupils is that it enables them to get into the habit of following up aspects of a topic that most interest them. Diversity issues have also been shown to be important. There is lots of research on both accessibility and diversity/inclusion. 

Suggestion: There has been a lot of improvement since I did some research on textbooks in 1996-7. However, work with exam boards and publishers on evaluation and development of further improved school science materials (accessibility in both language, sequencing and presentation plus addressing diversity issues, whether electronic or hard copy, could be beneficial.

• Scientific papers appear to be written only for scientists in the field for which they are written. It is no wonder that journalists don’t always pick out the key features and make oversimplifications are misleading.
• It is not strictly about portraying science, but it seems to be acceptable for public figures to proclaim (almost proudly) their ignorance of maths and science. They should be recognised as the opposite of good role models.

Suggestion: Educational establishment, Parliament (starting with some of its own members) and the media should all have some responsibility for the promotion of understanding of science and the unacceptability of opting out – and even voting or campaigning on issues about which they have little understanding.

Suggestion: Recommend standards for writing and presentation in various contexts. The language used should not get in the way of the message so it should be tailored to the audience(s). Involve and promote the Plain English campaign.

2. Involvement in science based activities in my spare time.

I still get involved in citizen science, e.g. a snail survey (found out from NHM website)

The latest example is CoCoast. (found out about it by accident from a newspaper) Again, a key feature is the enthusiasm of those leading it.

3. Is there is enough awareness about these leisure activities?

No.

Suggestion: Schools, local authorities, local media and museums should be incentivised to promote opportunities on a regular basis.

4. Do you go to science museums or exhibitions? Yes

5. Are science museums + exhibitions engaging people?

Some are excellent. The best are those which include interactive exhibits that enable people to gain confidence in practical science and find out about science by investigating for themselves (e.g. how things work).

6. Do you think science museums or exhibitions are a good way to encourage people to study or work in science?

It worked for me (see above). However, many museums are insufficiently involved with young people. Some museums are off-putting. Sometimes I have given up on part of a museum or exhibit as a result of:

• Bad lighting
• Text that is too small /badly placed (too high/too low/faded)/ too dense /too complex
• Interactive exhibits that are out of order

The key here can be accessibility and presentation but is often funding – with neither the money nor staffing to keep them up to scratch.

Suggestion: Good practice could be showcased on websites – perhaps by the Museums association, with funding from Government.

June 2016