When I wheel the dissection trolley into the classroom, it’s the pupils’ looks of horrified curiosity that make my job as a science technician worthwhile.
I expect pupils are so enthusiastic about carrying out experiments because before lessons and even writing, humans sought to find out pretty much anything by having a go. It’s the reason our species is so successful, with our opposing thumbs, big brains and our love of just poking about to find out what happens.
Although taught scientific principles get us the knowledge faster, we still have a primal urge to see how our own actions instigate cause and effect. This is something I have to remind myself of when I find all sorts of unexpected and unwelcome combinations after a lesson! Of course, practical work is there to solidify theoretical knowledge and allow students to utilise scientific equipment, but research has shown that students gain many other valuable skills in the process, from dexterity to teamwork. Practical lessons are valuable to all students, not just those who may choose a career in science.
Essential to practical work
Unfortunately, teachers may have as little as 50 minutes to instruct pupils and allow them to carry out an experiment on top of any admin tasks. This means technicians are vitally important in preparing resources which must be timely, clear, safe and have the best chance of giving the desired result. Without technician support, practical science would not be, well, practical.
I feel strongly that teachers can explain the whys of the science and the technicians know the hows – how to source and prepare, how to set up and troubleshoot, how to carry out for optimum success and how to clear. Many science technicians have further qualifications in their fields, however, they have clear reasons for not waiting to teach.
Job descriptions often omit these hidden extras, contributing to the perpetuation of inadequate pay grading nationwide
The partnership between teacher and technician can be amazing – think magician Paul Daniels and assistant Debbie McGee – but technicians often do not get the recognition they deserve. Unlike Debbie, technicians often lack visibility outside the prep room.
Health & safety experts
On top of the primary function, science technicians are experts in health and safety – using their knowledge to manage and utilise a chemical store containing corrosive, explosive and toxic materials. We will patiently explain what the difference is between different classes of eye protection and when to use them and advise alternative activities when suggested ones are not appropriate.
Because of this, we are often asked to help train new members of staff to safely and effectively select, risk assess and carry out practicals, including how to deal with emergencies should they occur. We may also help with the writing of departmental policies and the associated risk assessments.
Job descriptions often omit these hidden extras, contributing to the perpetuation of inadequate pay grading nationwide. It is not hard to see how this has created a retention crisis as highly skilled scientists leave school technician roles and return to industry, while technicians with decades of school experience reach retirement age.
Recognise technicians’ contributions
Teachers are the face of science education, but technicians deserve to share the credit. All too familiar are tales of staff reductions affecting science technicians purely because no one really understands what we do until it is too late. This is getting worse as decision-making in bigger trusts is even further removed from where the science teaching happens.
Teachers, and technicians, not only need to acknowledge the vital contribution that technicians make, but also promote it to pupils, parents, non-science teachers and school leaders. As technicians, we are tired of blowing our own trumpet – we need our fellow science educators to step up so the message can get out there.
Our science technicians need it, but ultimately it will be our children, eager to experience science even if they claim to have no desire to learn it, who will pay the price if we don’t.