R9. Perceptions of Risk in School Science Lessons

R9.1 Primary school children had very limited experience of science practicals. The most 'risky' experiments conducted by the children in our sample were usually considered to be those involving the use of candles and jam jars, although in at least one of the schools represented by the teachers jam jars were no longer allowed for safety reasons.

As a consequence, the primary school children tended rarely to associate science lessons in school with any degree of risk.

R9.2 Primary school teachers tended to express frustration because, largely as a result of the National Curriculum, but also because of diminishing resources and increased emphasis on safety, there is not sufficient time or opportunity available to allow children to learn through discovery. Teacher demonstration is becoming more usual.

"It's more teacher directed now. There's less experimentation. It's 'observe what I am doing'. There's no time to learn through discovery, but it does mean there are fewer risks..."
(Primary Teacher)

R9.3 Science practicals were thought to start for real in secondary school. Chemistry practicals were clearly the most salient in most students minds. These were seen as very enjoyable. Partly because of the fun of experimentation and partly because they provide a break from simply sitting at a desk and writing. For the less academic/interested boys, they also offer a chance to relax and 'muck about'.

"Practicals are more fun than just writing. They're easier."
(M, 13-14)

R9.4 Little concern was felt about these practicals. There was a general feeling that if the experiments were too dangerous they would not be allowed to do them.

"At school you just think it's safe. I'm in school. The teacher's about. If it's really dangerous they wouldn't let me do it. Nothing too bad can happen."
(M, 15-16)

Indeed some chemical reactions were demonstrated only by the teacher, sometimes from behind a screen, because they were deemed to be too dangerous for the students. This reinforces the view that those experiments they are allowed to do must be reasonably safe.

R9.5 The strict implementation of safety rules emphasises to the students the teacher's/school's safety consciousness. Lessons and tests on lab safety were usually conducted in the first year and were often posted up on the wall or written in the back of exercise books at all times. All the students were able to talk about the importance of tucking ties in, clipping hair back, putting bags under the tables, not running, wearing goggles etc and understood the reasons why. With the exception perhaps of wearing goggles, these rules were largely adhered to.

"Teachers make you aware of the dangers very early on in the lower school. The first lesson is a safety lesson."
(F, 16-17)

"You have to write out the rules in the back of your book and repeat them at the beginning of the lesson."
(F, 12-13)

"Science lessons are carefully controlled. The teachers are strict and we have 10 Golden Rules. They're basically common sense like 'don't run', 'always wear goggles'."
(M, 13-14)

"Precautions are always drummed into you. They're second nature."
(M, 17-18)

R9.6 Indeed some teachers talked about deliberately over emphasising the potential dangers in the science lab to ensure the students are extra safety conscious.

"We create a mystique about the science labs and make them think it's more dangerous than it is, so they take it seriously."
(Secondary Teacher)

R9.7 The key area of concern during science practicals came not from the experiments themselves, but from the irresponsible behaviour of fellow class members. Stories of putting matches inside bunsen burners, 'pretending' to shoot hydrochloric acid from pipettes and general boisterous behaviour were common.

Students were less concerned about having an experiment explode in their face than by being bumped into by an unruly classmate when carrying a hot test tube.

"It's the idiots that are scary."
(F, 16-17)

"One of the main dangers in the lab is silly people."
(M, 17-18)

"In science you're more supervised in the 1st, 2nd and 3rd years. It's less so higher up in the school as they think you are more responsible. That's not always the case... people stick lighted matches down bunsen burners, they could have blown the whole building up!"
(M, 15-16)

"You don't get worried about the experiments but the kids around you. Stupid people doing things behind your back."
(F, 12-13)

R9.8 The teachers confirmed this view. In their experience, it is the less able children who are most at risk. Those who have problems concentrating, who have difficulty following even simple instructions, who often do not think through the consequences of their actions and who choose to play around when they should be applying themselves to the lesson.

"Normally the children who do have accidents are those with limited ability and who have less awareness. Or they're the ones who are always pushing the boundaries, seeing what they can get away with."
(Secondary Teachers)

R9.9 All but the least able, younger respondents, recognised that providing one stuck to the instructed methodology and abided by the safety rules, science should be safe.

Indeed even some of those just starting out at secondary school were able to recognise the paradox that in school at least, the environment that is potentially the most dangerous - the science lab - is probably actually one of the safest because of the strict imposition of safety precautions and regulations.

"Because they know it's dangerous, they've made it safe... you take precautions, you're more aware."
(F, 16-17)

R9.10 However, some of the sixth form students also acknowledged the dangers posed by complacency as one becomes more confident in the lab.

"You use chemicals every week. You just don't think about safety. You know what to do. It comes naturally... but you can get complacent, tripping up, spilling things."
(F, 16-17)

R9.11 Although most discussion centred around the risks involved in chemistry practicals, the use of high voltages of electricity in physics and growing microbes in biology also caused some concern among both students and teachers. Sixth form students in particular were also aware of the risks involved in biology.

"All three departments are equally dangerous... People often perceive chemicals as one of the biggest hazards but I've had more children burning themselves on electrical wires than injuring themselves with chemicals."
(Secondary Teachers)

R9.12 None of the students or teachers involved in the research felt that the risks involved in science practicals were such that the practice should be stopped. For many it is the practicals that make science interesting, that bring it to life, that make it enjoyable. Science without practicals would be deadly dull and somewhat removed from real life.

"I'd hate it if there were no practicals. It'd be boring. By thinking about what you're doing and seeing it happen you learn more."
(M, 15-16)

"We need to know about science. It's part of everyday life... without practicals we'd be bored and we wouldn't learn."
(M, 13-14)

(Some less academic boys admitted they would probably learn more if they didn't do practicals as they often take the time as an opportunity not to work).