Science was made mandatory in primary schools in 2003, with the intention of giving pupils an understanding and a love of the subject, and an appetite for further inquiry. This was to be achieved through working scientifically. However, the current report states that "children seem to have few opportunities to apply ... scientific skills."

According to the report, some pupils felt they had little opportunity to engage in experiments and they spent too much time reading, writing or observing teachers. The report expressed concern about the negative attitudes conveyed by pupils towards reading and writing.

"In ... areas such as working outside, learning about the environment, and using ICT, pupils hold very positive views but these seem to be somewhat aspirational as there is little evidence of such experiences being made available.  

"The application of some scientific skills for older pupils appears to lack the appropriate breadth and complexity envisaged by the Primary Science Curriculum."

"There are relatively few instances of children engaging in designing and making activities and thus skill development in this area."

The report also states that some children may be experiencing teacher demonstrations and explanations as dominant features of science learning and some pupils had negative or ambivalent views about this.

While pupils were "very enthusiastic" about working outside the classroom, such as on science-related trips, "children may encounter these rather infrequently - and in some cases - not at all".

The research was commissioned by the National Council for Curriculum and Assessment (NCCA) and carried out by researchers at St Patrick's College of Education Drumcondra. It involved 1,576 pupils in 70 schools.

Recommendations of the report include:

• more science training for all primary teachers to improve expertise and confidence,
• a corps of specialist science teachers to help build expertise,
• more funding for technology and other classroom resources,
• more trips out of the classroom,
• further research to assess primary pupils' science knowledge and skills level - but mandatory national testing as a means to that end specifically not recommended.

(Source: Irish Independent)