Less than 25% of pupils opt for science and only 10% take computer studies at School Certificate (SC) level. Less than 3% of pupils take computer studies at Advanced level (HSC). So says a report of the Mauritius Research Council (MRC). The obvious lack of interest in scientific subjects at secondary level is a major cause of concern for the education authorities.

This is why the MRC has strongly recommended a complete review of the teaching and learning of science at primary and secondary levels. Last week, a three-day colloquium on science was held on the theme. ?How curriculum and assessment can address the gap between Science in and out of the classroom.? The aim was to ?rehabilitate the teaching of science,? said Lucien Finette, one of the main organisers of the forum.

The minister of Education, Dharam Gokhool, announced at the colloquium: ?In the coming year, there will be a pilot scheme in some schools of a new combined science at O-level to offer pupils a new route into the sciences.? In fact, students who do not opt for scientific subjects will be ?given a general coverage of science at SC level to enable them in the future to have a strengthened scientific background to face the requirements of an increasingly technological environment?.

The loss of interest in scientific and technological subjects is in contradiction with the fact that ?science and technology literacy is nowadays a must to comprehend the world and contribute positively to its development?. This is why the MRC has undertaken a number of studies on this issue. ?Many reasons were advanced as to why students shy away from science. These range from the subject being perceived as difficult and meant only for the bright ones to a perceived lack of job opportunities,? says the executive summary of the report.

It appears that one of the main reasons for the lack of interest in science is the fact that it is taught in such a boring way that it can put people off for life. Teachers attending the forum agreed on the need for change to have more interaction between teachers and pupils. ?Scientific subjects are no longer merely the teaching of mathematics, chemistry and physics. It is more than that and the subjects are interdependent,? commented Lucien Finette.

As minister Gokhool pointed out in his speech, there is a need to ?make science education a top priority in schools while making it more meaningful, attractive and interesting to learners?. There is a need for practical experiments and group work to arouse a certain passion for science. The commitment of Dharam Gokhool to ?ensure that school laboratories be adequately equipped? is a step in the right direction.

<B>Specialised teachers for scientific subjects</B>

At primary level, one of the main problems appears to be one of language. ?Science textbooks (?) must be simplified so that the English vocabulary used is consistent with the vocabulary expected at that level.? The MRC highly recommends a more ?child-centred, active learning approach in teaching science to develop thinking, reasoning and problem solving skills amongst children?. Teachers have an important role to play in arousing children?s interest in the subject and the MRC recommends that specialised teachers be taken on to teach scientific subjects.

A dose of continuous assessment should also be included and added to the final examination results to calculate the grade to be awarded to students. ?It is recommended that the final score/grade should be based on a 40% weightage from continuous assessment and 60% from the final examination.?

During this colloquium, recommendations were made concerning the need for a ?different assessment method ? other ways should be found to assess the potential of pupils rather than pure knowledge,? said Lucien Finette. The syllabus should be reviewed after the recommendations, especially by Cambridge representatives. The research section of the MES should now see how the recommendations can be adapted to the local system.

In many other countries, science is already compulsory until the age of 16 mainly because the authorities realise that science literacy is a must to become a productive citizen. However it needs to be taught in such a way that it is ?bent upon the arousal of curiosity, the joy of discovery that can contribute towards creativity in all aspects of life?, as minister Gokhool pointed out.