At the heart of the problem
is an over-concentration on the learning of isolated facts and too little
integration of mutually beneficial fields such as biochemistry, physiology,
molecular biology, plant and animal sciences. For example, no serious biologist
would argue that a purely molecular approach to solving biomedical problems is
likely to succeed. The study of genomics has unequivocally demonstrated the
need to integrate molecular studies with physiological and whole animal
studies. However, as might be expected from the time-lag between developments
in research and those in education, even at undergraduate level there is a
preoccupation with molecular reductionism at the expense of integrative
approaches. In a sense, this is a success story because it proves that the teaching
establishment enthusiastically adopts important developments. But an integrated
approach to biology teaching naturally breeds greater problem-solving ability,
a quality that appears lacking in recent graduates. The problem of a lack of
integration is also a horizontal one between all of the natural sciences. As
Chris Leaver at the Department of Plant Sciences at Oxford University noted, in
addition to many other shortfalls of the education system, biology teachers
often place too little emphasis on mathematics and the physical sciences. As
computing and mathematics become an increasingly important tool in the
interpretation of biological data, so the need increases for biologists who are
as happy devising algorithms as they are planning experiments in the lab.
Ironically, among 16- to 18-year-olds taking biology in the UK, over half do
not study mathematics or a physical science. This is one of the problems that
the Royal Society, an organisation that collaborates with the British
Association for the Advancement of Science to improve public understanding and
education of science, intends to tackle in its recently devised education
programme. The education system in the UK, where a new curriculum for 16- to
18-year-olds is just being introduced, has drawn widespread criticism for its
science curriculum. But in terms of the graduate biologists it produces, it
need not hang its head in shame. In comparison, German graduates fare much
worse in skills such as reading and assimilating research papers. They are trained
in ‘following recipes’ rather than creative thinking, noted Patricia Kahn,
editor of the IAVI Report, a publication of the International AIDS Vaccine
Initiative, who taught graduate students at the University of Heidelberg. She
added that it is regrettable that German Scientists are stifled by the ‘factory
system’ in which they are reared—a learning framework built around the
memorisation of facts and practically no contact with professors. In secondary
school education, Germany could also do better, but here at least there is at
least one energetic initiative underway: The ‘Heidelberg Life-Sciences Lab’
(http://www.brains.de and http://life-science-lab.xmachina.de), brain child of
Thomas Schutz, a biologist working at the Krebsforschungszentrum, who is
coordinating an engaging calendar of events. In addition to opportunities for
the public to learn more about science, Schutz, in collaboration with
interested scientists, has devised a holiday academy. A group of school
children selected in competition with others will work for a week on projects
of their own design in a genuine research laboratory. The indefatigable
Heidelberg biologist also plans a seminar to bring scientists and teachers
together and to discuss continuing education of biology teachers, a matter of
some urgency. For continuing education brings new ideas and inspiration into
the classroom. It is an uncommon pupil who is not affected by a teacher’s
enthusiasm for his or her subject. It is an all too often heard complaint of
parents that their children simply are not interested in school subjects. And
it is depressing to think that on entering school, the fascination that most
children have for things that creep, crawl and wriggle can turn into apathy.
Class sizes are clearly one reason; teachers cannot give each child enough
attention, and this is where multimedia can help. However, the hardware needed
to equip a school satisfactorily is in general too expensive for a publicly
funded education system. A recent report revealed that only 6% of PCs in German
schools have a CD-ROM—the figure elsewhere in Europe can hardly be better.
Fortunately, many excellent Internet sites—often hosted by museums and visitor
centres—offer an abundance of teaching resources for free. Predictably, most of
the web resources in biology are hosted by US institutions and universities.
Inspiring and educating young scientists is something that we cannot leave to
chance, given the indisputable connection between scientific research and
economic growth. In Israel, whose economy is firmly based on science and
technology, this link is clear to those officials responsible for education.
That is why in recent years a minor revolution has taken place in their
education system, inspired by a report from a national committee, headed by
Professor Haim Harari, President of the Weizmann Institute. Not surprisingly it
addressed the very problems that still trouble Europe. First, the curricula
were rewritten to place more emphasis on integration between the science and
technology curricula. Secondly, teachers, in growing numbers, participate in
continuing education through a network of regional training centres, which they
attend one day a week. For this, they are rewarded with an increased salary.
Teachers are important after all, as we have yet to recognise in Europe.
Finally, a core curriculum is being devised for all subjects, not just the
sciences. The Israeli Ministry of Education liaises very closely with academics
in universities and provides them with a budget for the development of teaching
materials. However, as Benjamin Geiger, Professor at the Weizmann Institute,
who was involved in the implementation of this reform, conceded, Israel is
small—1.2 million children attend school—and its education system is
centralised, and hence activities can be coordinated relatively easily. ‘But
the implementation of such a comprehensive reform is a slow and difficult
endeavour,’ he added, ‘and it is still way too early to evaluate its success.’
Since Europe is large, there is an even greater need for a similar revolution.
But given that many countries do not yet have a national curriculum, the
possibility of a pan-European curriculum seems a little remote at the moment.
The task of planning curricula and teaching them is not likely to become
easier. An ever-increasing number of factors need to be considered. The expert
panels who design curricula must include many different professionals, among
them practising scientists, educators, social scientists and ethicists. The new
knowledge and concepts that arise in research must be complemented by
consideration of their ethical, social, environmental and economic impact.
These are topics that must be tackled not only in science, but across the whole
curriculum, as the Wellcome Trust recently recommended in its concepts for a
national curriculum in England. What a challenge. Teachers have never been so
valuable.
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