When should we be flexible with what science tells us? Science vs. Experience

I had an interesting conversation with the DoC ranger I was working with yesterday, while we were checking a trapping line. He doesn't come from a science background but has been doing this job or similar for many years and has a wealth of experience in the field of trapping and predator management.

I was busy asking a variety of questions to try and work out the science behind the trapping regime and work out the NOS in all of this - the application of science is clear to see.

What struck me was that science has determined where the traps should be set and how far they should be spaced for the supposed maximum effect. It has also determined which traps and baits to use, yet there were obvious improvements that could be made in the placements of the traps.

What is our goal here? Were we trapping to gather data or were we trapping to eradicate the predators and give the skinks the best possible chance.

This is where it all becomes a grey area. Science gives us the best possible layout and spacing for the traps via numerous studies and previous trapping success but on ground experience shows that there are better places to locate the traps - e.g. nearer shaded rocks vs. exposed in the middle of a tussock area.

My DoC ranger friend was frustrated that management and higher up didn't want to listen to his experience - to move a trap closer to rocks etc. He was also frustrated that they collected so much data on the predator caught in each trap, bait used and trap type and yet it didn't seem that that information wasn't being analysed to improve the trapping programme in the area.


The questions this brought to mind with science in general are: How flexible should management / scientists be in their setting of policies using the science learned? What about the fact that each site is different and does the science transfer across locations?
Are the purposes for using the science clear? Is it just to gather data or is it to have the best possible outcome?

Leadership

One aspect of the Science Teaching Leadership Programme is Leadership (strangely enough!).

Leadership has never been one of my focuses. In fact it has usually been something that I have always said I will never do! That was, I guess, because of my definition of leadership and my experiences. My father has always been my teaching role model and he has always rejected leadership opportunities / offers - 30+ years of teaching and he always remained a classroom teacher, turning down HOD numerous times.

But the past few weeks of reading "The Leadership Challenge" by James Kouzes and Barry Posner(one of our required programme texts) has made me re-define what leadership is and acknowledge the fact that possibly I have already been demonstrating leadership qualities. And I know that my father was definitely a leader despite his vehement denial of it!

A leader doesn't have to have a title or be that head of department, lead teacher etc. A leader is someone who acts like a leader - out of the box thinking, willing to try new things, supporting colleagues, helping others to lead and share. I'm still working on the definition.

The point to this ramble is that I'm not feeling so apprehensive about going back to school in July and being thrust into the leadership role in science (well I am a bit still - it is a school of 600 students!). I'm starting to feel excited about all the opportunities for my school, excited to share my learning and vision, especially excited to see my thinking around science in primary schools is backed up by what I am reading and learning.

This programme is giving me the confidence and skills to be able to share my vision and stand up for what I believe is the best way for our school to create those scientifically literate citizens, those critical thinkers.

I'll blog my thoughts on the book over the next few days / blogposts.

The next adventure in learning!

This blog was rather neglected last year as I came to grips with moving schools after 6 years. They say changing schools is often like becoming a beginning teacher again and, whilst I don't think it is quite as hard, it certainly presents its challenging moments.

However I survived the year and more than that, loved the year. No school is ever perfect and there are always aspects of old schools that I miss but I'm very happy with the move and relishing the new challenges it has been throwing my way.

And that brings me to my newest adventure! A year in and I have been given the privilege of 6 months out of school and possibly a year out of class, working on just one thing - SCIENCE!
I have been awarded a position in the Royal Society's Science Teacher Leadership Programme and get to spend the next six months working alongside DoC scientists studying the Grand and Otago skinks as well as attending curriculum and leadership courses.

I'm sitting at the airport about to wing my way to Wellington for our introduction symposium, thinking about what is to come. The truth is I really only have an inkling of an idea. This is launching into the unknown! I'm excited about the new learning for me, the chance to refresh my (severely) rusty science skills, and the numerous opportunities and ideas I hope present themselves for my future teaching and leading of my school in science.

I look forward to sharing my learning adventure and hope that you will come along with me!