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towards industry, resulting in leadership positions in a medical research institute and a Cooperative Research Centre before founding my own biotechnology company. I have also served on
a number of boards in government, research organisations and companies, as well as my role as Chief Scientist.
I started high school with the ambition to be a hairdresser, but from day one, I was inspired by
my first-year science teacher, Pam O’Connor. Then my maths teachers, Kevin Olsen and John Gaffney introduced me to the wonders of algebra. There was no looking back!
When I first graduated with an Agricultural Science degree, I would never have imagined the breadth of career opportunities that would present to me - particularly as the biotechnology industry had
not been invented then! Looking back, I realise that the problem-solving capacity that I gained through my science education positioned me perfectly for these opportunities. And at no stage have I needed to undertake any formal business management training.
The second reason I am a passionate advocate for STEM education is the growing importance of science for everyone. Science is now integral to all aspects of everyday life, such as communications, entertainment, health, travel or even kitchen gadgets. And a base level understanding of science is crucial for everyone to grapple with highly charged and political issues such as global warming, human cloning and infectious diseases.
We also need to be equipped to see the difference between evidence and snake oil, particularly in a post-truth world. How often do we see misleading media headlines such as ‘Bananas as good as drugs for treating HIV, say scientists” or “Radiation from Fukushima is coming our way!” (The latter was actually a wave height pattern following the earthquake!)
Yet many, perhaps even the majority, of us have limited understanding of the important role science plays in our lives. For example, a 2011 survey of year 11 and 12 students by the former Federal Chief Scientist, Prof Ian Chubb found that less than 5% of students thought science was almost always useful in everyday life or relevant to their futures. (www.chiefscientist.gov.au).
Notwithstanding these challenges, and the worrying decline in students studying the ‘hard sciences’ in high schools, I have seen encouraging trends during my time as Chief Scientist. The wider community is now recognising the importance
of science to the future national wealth and well- being. Just look at the inspirational impact of
the recent International Astronautical Congress
in Adelaide. Our government and industries are also aware that South Australia’s (and indeed Australia’s) economic growth will be driven by innovation, technology and entrepreneurship.
So, I hope to look forward to a future in South Australia where the community understands
and appreciates the importance of science; government is supporting technological advances to promote well-being and economic growth;
and our industry sector is heavily populated by entrepreneurial, globally competitive companies.
Quality STEM education in our schools will play a key role in achieving this ambition. Keeping pace with such a fast-moving field is far from easy. It will require greater focus on formal STEM training for new science teachers, as well as life-long learning for teachers to keep up with the explosive growth in technology. I would also encourage schools to seek and adopt industry partnerships as widely
as possible. South Australia has an impressive number of companies that are at the coalface of new technologies and are ideally positioned to help our teachers keep pace. In my experience, these companies are also highly motivated to help train the next generation.
So, my message to all our established and aspiring STEM teachers is there has never been a more important time to be science educators.
Leanna (left) enjoying a catch up with her first-year high school science teacher, Pam O’Connor, after over fifty years.
Number 02 / 2018
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