Science Needs to be Allowed to be Exciting

Science teacher Judith Stutchbury from Kalkie State School, Bundaberg, has that sought after ability to spark students’ interest in the subject. It’s a big part of her success as a teacher and one of the reasons she won the primary teaching category in this year’s PM’s Prizes for Science.

Living close to the Great Barrier Reef, Stutchbury has incorporated the natural wonder in her teaching, lending colour and excitement to her science classes and ensuring that learning is tangible and grounded in a local context, which underscores her strategy for engaging science teaching.

Kalkie State School is located eight kilometres from the Reef’s Mon Repos Beach, home to the greatest number of loggerhead sea turtles nesting in the South Pacific. Stutchbury has taught students about marine turtle conservation and how the local beach is critical to the survival of the loggerheads. She has also authored the children’s book, Hatch Saves the Reef and encourages students to learn about climate change.

Stutchbury believes that there is a lot that is right in the science curriculum, however, more could be done to boost kids’ and teachers’ enthusiasm.

“I love that there are many ways to include locally and globally-relevant science into our curriculum and that there are so many opportunities for students to engage in science. However, it would be wonderful to have science laboratories in primary schools equipped with excellent resources, to deeply engage students and teachers in science.

“I am inspired by scientists and what they do to inspire science in schools, such as physicist Ruben Meerman and the way he is engaging and immersing primary students from an early age and teachers in chemistry - introducing the Periodic Table, atoms and molecules. The students totally absorb this learning, and the language becomes familiar. It would be great to explore more chemistry and high-tech robotics and cutting-edge science in primary classroom teaching.”

The enemy of engaging science teaching is the administrative burden placed on educators, she says, “I have been around long enough to have seen the big impact that changes to assessment have made on teachers and their enthusiasm. Heavy assessment focus and paperwork has drained many inspirational teachers of their teaching enthusiasm.

“Science should be hands-on and exciting. As teachers, we should have time to allow students to find out more, to inquire and be more curious about science. We seem to be so focussed on assessment pieces that our teaching joy and time for delivering student deep learning is impacted. As an environmentalist, I also can’t help but worry about the amount of paper that assessments require.”

Stutchbury admits that there is a disconnect between students and maths and science, with decreasing participation rates in the subjects. Again, the way around that is bolstering excitement which begins with teachers’ own attitudes.

“I think the easiest way to engage students in mathematics and science is to be enthusiastic and to relate learning to real world living, events and scenarios. That’s what makes it real for them. To know that we are learning together and being curious together, exploring the unknown is engaging. Students often want to explore and research information as a result of having their curiosity sparked, by asking questions, making and testing predictions. I look for interesting science and mathematics opportunities in our local community that we can explore, and I invite scientists and other specialists into my classroom to inspire students.

“Global educators have inspired a focus on Project Based Learning that aligns with the Australian Curriculum. It is very creditable for deep learning. We have been experimenting with this in class, with great learning outcomes and much enjoyment. There is a joy of scientific discovery and being able to conquer mathematical problems together and understand the why and how. I love sharing my passion for all subjects with students and I think a teacher’s love filters through.”

Science teachers are an increasingly rare breed, but there are strategies that could encourage more teachers into the area.

“Excellent resources inspire teachers. It would be great to have science laboratories in primary schools, as this may help attract more primary science teachers,” Stutchbury says.

“Professional Development opportunities for teachers are also very important, to inspire us with new science and technology and to learn the latest information and make supportive networks.

“It’s always so humbling to hear incredibly brilliant scientists say how teachers made an impact on their field of study. That is inspiring in itself as a teacher. But we need to help our teachers inspire the next generation.”

If there is a significant development in science and maths, along with everything else, it's the arrival of AI and students need to be prepared for a future, post AI world.

“As educators we are tasked with preparing students for the present, and for an increasingly unpredictable and shifting future. It is amazing learning about the future of robotics, quantum computing and artificial intelligence.

“Students are always fascinated when you tell them about life before the internet and how much of an impact that leap in technology had on our world. Now we’re on the precipice of another huge change with artificial intelligence slowly being integrated into many aspects of life, producing new efficiencies and enhancing human capabilities. This is such an exciting time to inspire young minds. We are entering a new era of creativity, exploration and humanity where creative thinking and adaptation will be more important than ever. These are the skills and qualities I want to pass on to my students,” she says.

The numbers taking maths and science are falling overall and young women are turning away from the subjects in greater numbers still.

Stutchbury was fortunate in that she grew up in a household with science everywhere, sparking her interest in all things science. Dad was a Veterinary Surgeon, and Mum was fascinated with botany.

“My father’s surgery clinic was next door to our house so as children we saw operations, autopsies, looked through microscopes and even cared for injured native wildlife. As a family, we cared for a poor koala with a paralysed paw for 15 years. This established a very strong interest and curiosity in science. Dad was also an excellent mathematician, so we always had great guidance in that area,” she says.

“To keep encouraging and inspiring young female scientists, I believe we need to keep sharing the stories of our most successful female scientists - just like the recipient of the Prime Minister’s Prize for Science, Michelle Simmons! Professor Simmons was recognised for creating the new field of atomic electronics. Her discoveries are powering the transition from the digital to the quantum age, and she founded Australia’s first quantum computing company! Not only is Professor Simmons a world-leading scientist, she is also a wonderful person and a fantastic mum.

“We need to show girls that scientists have lives outside of science. And that the hard work and tenacity needed for a career in science helps build exceptional people with fantastic qualities,” she says.