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Learning Centre’s wide range of courses,
topping up their knowledge via regional
science learning centres and by making use
of web-based programmes.
However, the ambitions for Project
Enthuse do not stop there. The National
Science Learning Centre is also training
scientists – including some from Project
Enthuse sponsor companies – in how to
work with schools. “We want scientists who
are passionate about their subject to engage
with teachers and pupils, to share their
knowledge of science, and integrate it into
the classroom through exciting, practical
work,” explains Miranda Stephenson,
director of the National Science Learning
Centre programme. “It’s important that
pupils meet scientists, gain a wider picture
of science in society, see that there are
opportunities for well-paid, interesting jobs
in science and also have role models.”
So what do teachers think of Project
Enthuse? John Hamilton-Cox, a chemistry
teacher from Nower Hill High School in
north London comments, “Without the
Project Enthuse award, I couldn’t have come
on this course. We have a science faculty of
17 people. Just two people’s training here
would have used up the department’s total
annual continuing professional
development budget.” Ian Howes, head of
science at Welland Park Community
College in Market Harborough is also
positive: “It’s nice to be treated like a
professional in professional surroundings.
I’ve gained ideas that I can use in my first
lesson. I’ll also share a lot of the concepts
with the rest of my colleagues. This is a great
opportunity to re-energise my department.”
External evaluators
The big question is can Project Enthuse
make a difference? The National Science
Learning Centre is employing external
evaluators to measure the impact of its
courses. However, its internal evaluations
look extremely encouraging. Most courses
include two residential periods with
teachers returning to report on the
changes they have implemented. National
Science Learning Centre evaluators then
rank their success. “In the academic year
2006-2007, some 73% of participants had a
high impact in their schools,” notes
Stephenson. “This increased to 90% in
2007-2008. What we’re seeing is that
changes are happening.”
If science teachers are able to encourage
more students to show an interest in science,
then a virtuous circle of benefits could result.
A greater number will go on to study science
in higher education and there will be a
greater pool of talent entering science-based
careers. Some will select teaching as a career,
filling the demand for specialist teachers in
physics and chemistry. They, in turn, will
enthuse and engage the next generation of
pupils about the value of science.
Even if pupils decide against studying
science at a higher level, Project Enthuse
can still have an impact. “One of our aims is
to improve scientific literacy,” explains
Holman. “It’s important we all have a basic
understanding of science so that we can
make informed decisions about issues
which affect everyone in society, such
as genetically modified crops and stem
cell research.”
But how long will it take to see more
students opting for further study and
careers in science? Castell believes that
Project Enthuse’s five years of funding is
sufficient time to make an impact. “My
hope is that Project Enthuse will be big
enough to make a difference and good
enough to be copied,” he says. “If we prove
its worth, we can go back to the
government and show that high-quality
continuing professional development is a
requirement for mainstream education –
not just in science, but for all subjects.” ■
Informed decisions: one of the aims of
Project Enthuse is to improve scientific
literacy so that society can make
informed decisions about issues such
as genetically modified crops.
BP MAGAZINE Issue 1 2009 23