Making science fun and accessible

Getting out of the classroom to see science at work has been a key way for Doug to motivate students, such as trips to Wellington Zoo.

Doug Walker’s passion for science is obvious – it’s an electric enthusiasm he has passed onto his students at St Patrick’s College in Wellington. But he gives credit to a team effort from other talented science teachers and key partnerships for the success.

As head of science at St Patrick’s for the past 11 years, Doug’s work connecting science teachers in Wellington has led him to the role of president of the New Zealand Association of Science Educators, which provides professional development to science teachers.

His achievements include introducing a senior science programme that enables more students to achieve University Entrance and bolstering science resources at his school, and developing and sharing science learnings widely online.

Accessibility

Doug says utilising technology, building relationships and making learning fun are the keys to involving and advancing students in science.

When he noticed that many lower achieving students at his school were dropping science from Year 11, he introduced new general science subjects and a pathway to study and gain University Entrance (UE) science.

The number of senior students taking science has increased 60 percent since the initiative in 2017, with more students achieving UE each year since.

With his team, he increased assessment opportunities and methods in science, and expanded the tools available for practical learning through DIY endeavours and grants.  

“There were a lot of students who were in school for rugby, and they needed a slot to fill in their timetable. They were just happy to get any credits at the Achieved level,” says Doug.

“As time went on, some students actually got a Merit, and you could see the aspirations within the room building.”

In 2022, Doug asked his students what they wanted from science. All of them replied, they wanted University Entrance. They didn’t all get it, but Doug says just the shift in their attitude was incredible.  

Around the time of Covid-19 lockdowns, the schools started experimenting with Zoom lessons but found that a webinar platform was more suitable. There was less external noise and students could contribute by typing in. It was then extended on a national scale. 

Suddenly, with a national pool of teachers, they could offer help with more NCEA subjects, and any students could opt in. The videos were seen by thousands of students, with views during the pre-exam period growing from 24,000 in 2021 to 60,000 in 2022.  

“You don’t want students just sitting there listening, you don’t want them just working through a workbook, you want to bring science to life for them.” Doug Walker

The concept worked so well that the Ministry of Education took up the idea with StudyIt – a forum where students get help with exam questions and teachers are paid to help.

Doug’s online presence goes beyond that too. Over the past 10 years, he has shared 34 NCEA science videos on a YouTube channel, amassing 1400 subscribers and 157,000 views.

“It becomes very easy to show somebody else without having to repeat the individual steps and you are not limited to just sharing the work face to face.”

Doug also presents at science education seminars and conferences in Aotearoa and overseas, and, with colleague Andrew Sargent, produced 30 videos of innovative practical science ideas for the New Zealand Institute of Physics in 2022.

Stimulating interest

Motivation is one of Doug’s key goals. He says research is important to create good lessons, and these are then spiced up with interaction and competition. 

“Looking at the research and finding ways to try and get students to engage with the learning. So, you don’t want students just sitting there listening, you don’t want them just working through a workbook, you want to bring science to life for them, so hands-on, fun, engaging activities are really important.”

He adds that building good resources that enrich teaching and learning, and collaborating with local partners like Wellington Zoo, Carter Observatory, NIWA and Te Papa in the community enhances learning experiences for students.

“The world around us is fascinating and I enjoy sharing that with others. I get much joy from the students’ enthusiasm – that’s when you know you are making a difference,” says Doug.

“If you actually go out and see something in the real world, it opens up your mind to how things fit together or to possibilities that you wouldn’t experience while you were in the classroom.

“And sure, we can put posters up on the wall and that’s all very nice and has connections, but the conversations that happen and the experiences that happen outside the classroom are absolute gold.”

Doug says the experiences and conversations that happen outside the classroom are “absolute gold”.

Value of competition

Doug also believes in the value of competition to motivate and engage students. This concept of competition can help shape classroom activities. 

This could mean the ‘walk the plank’ activity, where a railway sleeper is balanced on a desk. Students have to make accurate calculations, or they are likely to fall off. Another example could be ‘jeopardy’, where the students could even write the questions themselves.

Competition can also be worked in with good scientific practice, such as hypothesizing but then voting on the most likely outcome. An example would be applying a vacuum pump to a jar of marshmallows and predicting what might happen.

“This idea of competition, they really thrive off that. I know that research has two different schools of thought on it, but in my experience, I find it can be a hugely motivating factor.”

Some students don’t want to be wrong so don’t want to engage, he says, but it is worthwhile encouraging them. 

“There’s nothing to fear about being wrong, it’s all part of the process. I get things wrong sometimes as well.

“If we can get them to a stage where they vote, they’re already engaged and are thinking slightly differently than somebody who sits back and says, ‘I’m just going to wait and see what everybody else says’.”

Perseverance

Going through high school in Scotland, Doug says he struggled with many subjects, and that science was one he could understand, although physics was challenging.

He later achieved a Bachelor of Sciences and completed his teaching qualification at Cambridge University followed by a Masters in Education. Two years of teaching followed in England before he emigrated to Aotearoa.

Starting out as a biology teacher, he overcame his aversion to physics when offered the opportunity to study and teach the subject. “I am a biology teacher by degree but a physics teacher by demand and one of a growing number of non-specialist physics teachers.”

Doug encourages students to persevere with science, which has a role in teaching young people how to recognise reliable information.

“It is important to learn the ability to separate fact from fiction and understand how to make sense of the information we get in the modern world.”

Doug creates hands-on, fun and engaging activities for students at St Patrick’s College.

Recognising teaching excellence 

Te Puiaki Kaiwhakaako Pūtaiao Science Teacher Prize is awarded to a registered kaiako who has been teaching science, mathematics, technology, pūtaiao, hangarau or pāngarau learning areas to school-age children in a primary, intermediate or secondary New Zealand registered school or kura kaupapa Māori.

This is one of five prizes awarded each year.

The Government introduced The Prime Minister’s Science Prizes in 2009 as a way of raising the profile and prestige of science, in Aotearoa and internationally.

For more information on how to apply, visit pmscienceprizes.org.nz(external link).

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