The results of the third Scottish Survey of Achievement (SSA) show that too few pupils - only six per cent of P7 students and 17 per cent of S2 - are achieving the expected levels of scientific knowledge and understanding. The most deprived students are also being outperformed by their least deprived counterparts at all stages in scientific knowledge, understanding and literacy. Moreover, there has been no improvement in knowledge and understanding of science between 2003 and 2007.

On the positive side, the survey showed that early primary pupils in Scotland are performing better, with almost 55 per cent of P3 pupils reaching their expected level. The study also found that achievement in science literacy, or ability to apply science to everyday life, was stronger than scientific knowledge and understanding.

The SSA sample survey is designed to give a snapshot of learning across primary and early secondary school in Scotland.

These findings come after the Scottish Government last week announced plans to introduce a new Baccalaureate qualification in science and languages for S5 and S6 pupils.

Commenting on the implications of the survey Education Secretary, Fiona Hyslop said:

"Scotland's economic future is increasingly dependent on science and technology. It is therefore important that all of our young people gain a good understanding of science during their primary and early secondary years. An unacceptable lack of progress was made in science knowledge and understanding during the last government.

"The survey results highlight the challenge this Government has inherited: to build up capability for science teaching; to ensure that pupils can enjoy a rounded science learning experience; and that our young people understand the importance of science in the 21st century.

"We are determined to work with schools and local authorities to ensure that the previous lack of progress in science achievement in our schools between 2003 and 2007 is addressed.

"Through Curriculum for Excellence we are committed to developing a modern curriculum, with science, modern languages and technology at its heart. Good quality learning and teaching is key to real and lasting improvement and that is why we're investing £2.1m in continuous professional development to build teachers' skills and raise the bar in science teaching.

"We have also launched a new Science Baccalaureate qualification to encourage more young people to study science at the highest level."

Professor Anne Glover, Chief Scientific Adviser for Scotland, added:

"I am encouraged that there is some evidence that our children have the confidence and ability to use their science learning in everyday situations.

"However, these findings also provide us with a strong reminder of the work that is still needed to make sure that all our young people gain the knowledge they will need as Scotland's citizens and future scientists.

"Curriculum for Excellence has the potential to deliver more exciting, relevant and engaging science education. In particular I warmly support the intention to introduce more practical science teaching."

Dr Stuart Monro, Co-Chair of the Scottish Science Advisory Committee (SSAC), commented:

"The need to re-invigorate the teaching and learning of science in schools was recognised in the SSAC's 2003 report, Why Science Education Matters. The report made wide-ranging recommendations, intended to enhance the teaching of science at school.

"Curriculum for Excellence has begun to address many of the SSAC's concerns by delivering new approaches which will bring contemporary science into the classroom, taught within a framework which demonstrates its relevance to all our lives.”

Liz Smith MSP, Conservative spokesperson for Children, Schools & Skills expressed strong concerns over the survey's findings.  She said:

"The general trends within these statistics are obviously a matter of considerable concern although I would suggest there will be even more questions about whether  ‘science literacy’ as defined by the Nuffield Curriculum Centre* is the most appropriate for measuring the science skills in children as young as Primary 3.

“I'm sure I will not be alone in finding it very odd that the report claims 55% of all Primary 3 pupils are meeting the expected targets on a very sophisticated measure of science literacy yet this falls to only 7% by Primary 7. What on earth happens in that time scale to reduce science literacy by such a substantial amount or could it be that using the same measurement criteria in both Primary 3 and Primary 7 is misleading?

“There is no doubt that we need to encourage more youngsters to take up science and I believe the Curriculum for Excellence will do just that especially in the top end of the primary school. For too long, science has not always been seen as a priority in primary education and there has often been a lack of dedicated science teachers at this stage. The challenge therefore, is not only to enthuse more pupils in the science curriculum but also to build up the science resources and staffing available in our primary schools. Success is science further up school and beyond will be much easier if that is achieved.”