Chloe Kwan

I was the one actually doing it.

That was our lab.

But imagine what it would be like for children to actually have a whole room to get messy and truly engage.

These resources would make our teachers, students, and parents all happier.

Children would be able to see what affects their experiments, what works and what doesn't, and how to recognize patterns.

Teachers will not have to spend money from their own pockets for resources, and experiments can be repeated until it's understood and until the data stands.

Even Professor Buckingham from the Royal Society of Chemistry states, we need to ensure that all pupils are exposed to the excitement and increased understanding of science that carrying out practical work can bring.

This could help bridge the gap between science and students, allowing for more children to actually enjoy it and participate, even if they don't choose to pursue it as a career.

These resources also include opportunities, competitions and initiatives that can interest and involve children in science.

Whilst there are many already, schools aren't as involved with these as with English and maths, and they often remain unadvertised.

As I went through primary school, we were promoted to participate in school-wide speech competitions, even from kindergarten.

And through stage two, we were introduced to advanced math classes and Maths Olympiad.

In research done by James Dehan, there is a clear lack of childhood initiatives for science.

Indeed, a STEM education report provided to the Australian education ministers in 2021 included only one childhood initiative out of 69, equating to just 1.5%.

Even looking through a simple Google search, most science competitions and initiatives are aimed towards high school students who are already interested in science.

By beginning the exposure of these initiatives earlier and having more opportunities for primary school students, we can foster an interest in science which can carry through high school and beyond outside of the classroom.

Through these programs and initiatives, we can give children an avenue to explore further, develop more skills and see what science has to offer.

By challenging their practical and investigative skills, we can improve the fundamental parts of becoming not only a scientist, but a more critical thinker and learner.

Without these initiatives, we promote the notion that science is insignificant and unimportant.

If we don't see something outside of a classroom, we don't need it in our lives.