Looking Ahead: Science Education for the Twenty-First Century | Sir Peter Gluckman

Sir Peter Gluckman's 2011 report, Looking Ahead: Science Education for the Twenty-First Century, offers a forward-thinking examination of science education in Aotearoa New Zealand. The report highlights that while our science education systems performs comparably by international standards, a 'long tail' of underachievement needs addressing.

The report also emphasises that science education should not only cater to future scientists (pre-professional pathways) but should also equip all students with the scientific literacy required to navigate and participate in society (citizen-focussed), as well as for personal decision making.

Sir Peter Gluckman speaking at Queens Wharf, Auckland, in his role as Chief Science Advisor to the New Zealand Prime Minister. Source: Wikimedia Commons.

Key Points from Sir Peter Gluckman's Report

Key Point 1: The Purpose of Science Education Should Reflect Society's Needs 

Gluckman opens his report by discussing the purpose of science education, especially in the context of the significant challenges modern society faces, such as climate change and an ageing population. He also highlights how science supports New Zealand’s economy. To address these challenges, science has had to shift from focusing on simple, 'absolute' systems to tackling more complex, probabilistic ones.

These are based on models that must be effectively communicated. While technology has made it easier for people to access information, the average person might not always have the tools to critically assess the reliability of media claims.

The purpose of science education needs to evolve to meet society’s needs, and Gluckman identifies four key areas that this should focus on:

• Pre-Professional Education:

  
  

  • This is the traditional role of science education, providing foundational knowledge for students aiming for tertiary education in science-related fields. Gluckman notes on p3 that subjects like physics, chemistry, biology, and mathematics are typically grouped together. However, by p6, he mentions that these boundaries are shifting. For instance, biology is expanding to include areas like ecology, environmental science, and molecular biology. In the future, we may need a new way of grouping scientific subjects at the secondary school level to keep up with these changes. 

    
    

• Citizen-Focused Objectives, which include three key areas:
  

  • Understanding 'How Things Work': This means a general knowledge of living systems, physical systems, and earth systems without getting into the nitty-gritty details.

    
    

  • Understanding 'How Science Works': This focuses on scientific literacy, equipping all citizens to make informed decisions in their everyday lives and engage in democratic discussions on global issues like climate change.

    
    

  • Understanding 'Scientific Thinking': This teaches students how to critically evaluate the overwhelming amount of information they encounter daily and recognize misinformation or disinformation.

    
    

To achieve these goals and keep students engaged in science, Gluckman suggests that curricula might need to separate these objectives more clearly. However, he also emphasises that pre-professional science education should not lose sight of, and include, the citizen-focused objectives.

Pre-professional science education itself will have to morph as the traditional boundaries of physics, chemistry and biology are changing. - Sir Peter Gluckman

Key Point 2: The Challenges Ahead... and Possible Solutions

To build a science education system that equips students with the skills they need for everyday decision-making AND the option to continue studying science at a tertiary level, the report identifies several challenges and suggests potential solutions:

• Resources and Champions for Primary Science

  Primary students are naturally curious and excited about the world around them. However, primary schools may lack the staff training and resources needed to explore those questions. The report highlights the need for both better resources and 'champions'—teachers who can support their colleagues and build confidence in science teaching.

  
  

• New Subject Groupings for Secondary Schools?

  How can we prepare students for science-related challenges they’ll face throughout their lives? How do we nurture the next generation of scientists when the traditional divisions of physics, chemistry, and biology no longer reflect the research landscape? Back in 2011, Gluckman predicted that these two educational purposes—the pre-professional and the citizen-focused—would eventually diverge.

  
  

• Teacher Training, Access to Technology, and Sabbaticals

  Science and technology are advancing rapidly, making it difficult for educators to keep their knowledge relevant to modern contexts. As Gluckman points out:

What a biology graduate knew twenty years ago is of little relevance to the biology of this decade.

Moreover, the high cost of modern research technology means it’s often out of reach for both teachers and students. Possible solutions include creating pathways for schools to connect with the science-research community and offering teachers sabbaticals in research labs. These opportunities should evolve beyond simple 'show and tell' sessions, encouraging active student and teacher participation.

Equity

While New Zealand’s science education system generally performs well by international standards, there’s a long tail of underachievement that needs attention. Gluckman notes that this underachievement is especially pronounced in socioeconomically disadvantaged areas, where there are high Māori and Pasifika populations. At the time of the report, he suggested that new technologies and broadband could help bridge these gaps by enabling schools to form communities and connect with each other more effectively.

This article is a summary of Looking Ahead: Science Education for the Twenty-First Century. The original report can be found here. The report has also been: - Discussed by other science educators at BioBlog. - Written about by Jane Gilbert and Ally Bull (NZCER)... ...and also the Royal Society of New Zealand. - Further discussed at petergluckman.net This reflective piece has been shared by the Empower KEA educators association.