Modern society is entirely dependent on science-based technology. Science is responsible for enormous progress, but, inevitably, this progress has been attended by some problems and ethical dilemmas. Because of the all-pervasive influence of science and technology (S&T), many of these issues figure constantly in the public arena, such as BSE, contaminated blood products, genetically altered organisms used as food, field trials of transgenic plants, cloning and disposal of nuclear waste.
The general public acknowledges the importance of S&T but does not adequately understand the issues arising from it. This leads to serious problems when these many issues are debated in the public arena. A paradoxical situation is also developing as student interest in the "hard" science subjects (chemistry and physics) and in technology declines despite good employment potential in the science-based technology sectors of the economy. If this trend continues the< WSyoung
Tiger will develop early arthritis as supplies of chemists, physicists and engineers dry up or the numbers of bright youngsters attracted to these areas fall off.
How interested is the general public in S&T? A 1996 OECD Report - Science and Technology in The Public Eye - contains interesting statistics. Fourteen countries were surveyed to assess public interest in S&T, and the results are presented as an "index of interest". The index scale ranges from 100 (very interested) through 50 (moderate interest) to 0 (no interest). The following results were recorded:
Greece - 73.5
USA - 72.5
France - 71.5
Netherlands - 70.75
Italy - 68.25
Canada - 68.25
UK - 67.25
Denmark - 65.25
Spain - 62.0
Germany - 58.75
Belgium - 58.0
Ireland - 54.5
Portugal - 51.5
Japan - 44.25
Ireland ranks near the bottom of this list, but, nevertheless, a reasonable proportion of people are interested in scientific and technical areas that affect their lives directly.
So, there is moderate public interest, but what about public scientific literacy? Literacy is defined as the level of understanding necessary to examine competing scientific arguments in a public policy debate. It implies an understanding of basic scientific concepts and methods. Literacy survey results for the same 14 countries are shown in the table below. On this literacy index, Ireland ranks at number 10 out of 14. About 80 per cent of Irish people could not follow or participate sensibly in a debate involving a scientific or technical issue. In view of the importance of S&T in society, this is an alarming statistic.
The numbers of students taking basic science subjects for the Leaving Certificate has fallen markedly over the past decade. Thankfully numbers taking biology remain high, but the percentage taking physics has dropped from 20 per cent to 14.5 per cent and those taking chemistry have dropped from 19.4 per cent to 11 per cent. And this despite an overall growth of 17 per cent in those taking the Leaving Certificate. This worrying trend is worsening despite the fact that employment growth in the main science-based technology sectors of the economy is far outstripping the average rate of employment growth. In the EU generally, between 1970 and 1990, employment in overall manufacturing decreased by 20 per cent, but increased by 20 per cent in science-based industries. In Ireland, from 1987 to 1997 total employment in manufacturing and services increased by 22 per cent, but jumped by 85 per cent in pharmaceuticals, by 78 per cent in electronics, and by 250 per cent in software.
Mathematics, physics and chemistry are core science subjects. Mathematics is an obligatory Leaving Certificate subject but physics and chemistry are not. Why the declining interest in physics and chemistry? In my opinion, there are several reasons for this, including the following: a) These subjects are perceived as being more difficult to master than biology; b) Irish primary school children get very little exposure to science, and what little there is tends to emphasise biology; c) The popular image of the importance of science to society is dominated by the computer and information-technology. Jobs are plentiful and this area attracts large number of students at third level.
All areas of science, physical, chemical, biological, engineering and information technology, need a steady intake of bright students in order to produce quality graduates who will do research, work in industry, and teach the next generation of students. A lop-sided distribution of first choice interest towards biology and computers/information technology will produce a shortfall in the intake of the brightest students into physical, chemical and engineering sciences. Unless this trend is reversed it will produce serious deficiencies in these areas in research capacity, and in the overall capacity to sustain vital manufacturing processes. It has been estimated that S&T drives at least 60 per cent of Irish economic growth. The health of the Celtic Tiger depends on a healthy core of Irish basic scientific capacity.
How can this trend be reversed? The importance of science in Irish economic and cultural life must be emphasised at all levels. Science is not as naturally appreciated here as it is in other countries. For example in a recent survey amongst French schoolchildren, the question was asked - "Who is the most famous ever French person?" Sixty percent of children gave Louis Pasteur as the answer. Would an Irish scientist appear in a list of even the top 50 most famous Irish people if a similar survey were carried out here?
William Reville is a Senior Lecturerin Biochemistry at UCC.