Editor's Foreword

Most children are necessarily taught by science teachers who have little direct experience of working as scientists in an environment other than a school. These teachers will have had limited involvement in the collaborative face of science, its excitements, its rewards, its tribulations, its international nature and its competitiveness. For school children the most likely source of accurate information about what scientists do comes from the more informed careers materials and from certain programmes on television.

Historians, philosophers and sociologists of science hold no general agreement on whether science has a method, or, if so, what it is (Millar, 1994). There is great variety in the way that scientists go about their work. Scientists themselves will have their individual views but would probably agree with Peter Medawar that 'what passes for scientific methodology is a misrepresentation of what scientists do or ought to do' and are more likely to concur with Percy Bridgeman's assertion that "The scientific method consists of doing one's damndest to understand nature, no holds barred." (both quoted in Woolnough, 1988).

In this Compendium we describe situations in which students in schools have been directly involved with science in action and have been drawn into research activities. We have concentrated on links between scientists and schools because these have been the subject of fewer initiatives than those involving engineers, although we have not neglected these. Examples of working partnerships, between teachers and students in schools on the one hand and scientists working in the wider scientific community beyond the confines of school on the other, are presented as case studies. It is worth noting that there is nothing new about students of school age engaging in scientific research. The first number of the first volume of School Science Review included a paper on Research in Schools (Hough, 1919), with a suggestion that there should be a national clearing house for real problems which could be tackled by schools.

Bringing Science to Schools (COPUS) is addressed to Directors and Managers of scientific research institutions and Heads of higher education departments and advocates the formation of partnerships with schools. More recently Science Connections (OST, 1995) outlines the work of various scientific institutions, professional bodies and organisations and provides contact points for schools. This Compendium fleshes out both of these publications and is addressed to both sides of potential partnerships.

Through Individual Case Studies we provide snapshots of a great many initiatives, each with its own flavour; some personal and small scale, as with many of the individual case studies; some more extensive activities, operating on a local or regional basis; and some more grandiose projects, such as those originating within the Research Councils. Until recently, the Research Councils have been shadowy organisations so far as most science teachers are concerned. The 1993 White Paper Realising our Potential - a Strategy for Science, Engineering and Technology committed all of the Councils to direct roles in the public understanding of science and this was incorporated in their new charters which took effect in April 1994. Since then the Research Councils have developed a number of initiatives. The section Supporting Science/Education Partnerships provides an overview of these activities for the first time, along with those of many other organisations which can expedite or assist with the formation of partnerships.

The Information Index suggests ways of accessing current scientific research relatively cheaply and describes a number of other partnership initiatives, as well as sources of funding and some of the national science competitions. It does not pretend to be an exhaustive treatment. The Selected Bibliography includes further examples of partnerships, as well as citations for references made in the main text.

As we have drawn this Compendium together, we have encountered many people who share an emergent vision of a science education which will reflect more accurately the exciting world of real science. The opening Overview section of the Compendium addresses many key issues associated with making this vision a reality for many more young people. We hope that you might become drawn into the process of making this happen.

Acknowledgments

We would like to thank many people for their tolerance and patience, not the least our families. Our especial thanks go to Tracey Reader, Education Liaison Officer at BBSRC, who has supported us in many ways. What quality the finished product has is due in no small part to her efforts. We are grateful also to people who have read and commented on various parts of the Compendium, including Nan Davies, Kathy Deakin, Edgar Jenkins, Roger Lock, Jill Nelson and Monica Winstanley.

Nigel Collins is grateful to his colleagues at King Charles I School, not only the staff but also certain students, for their support. His involvement was made possible by the Wellcome Trust Centre for Medical Science and its Director, Dr. Laurence Smaje. Eric Albone acknowledges the support of his colleagues at Clifton College and of the Nuffield Foundation, the Salters' Institute and the Office of Science and Technology. Trevor Hill appreciates the support of his colleagues and the telescope crew at Taunton School.