The report focuses on the fundamental questions that influence our ability to learn and highlights the opportunity for Australia to transform its practices related to learning, with the aim of enhancing life-long learning outcomes for all Australians.

It also uses science to challenge a number of commonly held beliefs about how the brain functions, learns and ages. 

The central recommendation of the report is the establishment of a Science of Learning Program, to be delivered through a number of interdisciplinary and inter-professional Science of Learning Centres.

Further detail on the Science of Learning Program can be found in the short  impact statement.  Click here to download the statement.

In describing the Science of Learning Centres, Australia’s Chief Scientist, Professor Penny D Sackett said “the Centres would have a transformational impact on learning by advancing the scientific understanding of effective learning techniques; generating knowledge to inform education policy and practice; and by testing innovative approaches in real world environments to maximise learning outcomes.

“It is expected that the research findings from these Centres could lead to improvements in equity, educational practice and practitioner development.  All of which, should narrow the achievement gap and maximise Australia’s economic productivity.

“By adopting the recommendation from the report to establish Science of Learning Centres, we can deliver a society of effective life-long learners who have the ability to engage in the rapidly developing knowledge society that is the global future.”

The Centres, if established, would cover Australia geographically and socio-economically; and would build on the work already being conducted across Australia by Departments of Education, researchers and other educational groups. 

It is also expected that input into the Centres would be harnessed from parents, carers, learners, community leaders, formal and informal educators, and researchers from different disciplines.

Click here to download a copy of the full report.

Past recipients include Professor Elizabeth Blackburn, Australia’s first female Nobel Laureate, who recently visited Australia, and Dr. John O’Sullivan whose work provided the foundations for the invention of WiFi internet.

“The value of the contributions made by these Australians is immeasurable, but certainly they have benefited the lives of us all, and will continue to do so for generations to come.  I look forward to meeting the 2010 recipients and learning about what extraordinary and vital projects their research will underpin.

Prizes are awarded in 5 categories:

• Prime Minister’s Prize for Science ($300,000) (awarded to an individual or up to four individuals jointly)
• Malcolm McIntosh Prize for Physical Scientist of the Year ($50,000)
• Science Minister’s Prize for Life Scientist of the Year ($50,000)
• Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools ($50,000)
• Prime Minister’s Prize for Excellence in Science Teaching in Primary Schools ($50,000)

“These awards provide a rare opportunity for our most inspiring science teachers who dedicate their lives to nurture the next generation of scientists, to stand alongside those career researchers directly involved with improving our collective knowledge and international competitiveness in science.

“Rarely are the teachers of science, as well as the pioneers recognised within a single evening, yet both are vital to Australia’s continued prosperity and the advancement of our scientific future.

“It would be my hope that the names of the Prize Winners are as recognised as those of Australia’s great sports heroes,” Professor Sackett said.

Nominations for the awards close Friday 21 May 2010 at 5:00 p.m. AEST.  To nominate someone online or for more information, please visit https://grants.innovation.gov.au/SciencePrize/Pages/Home.aspx

For more information on Australia’s Chief Scientist, visit http://www.chiefscientist.gov.au/

Click here to download media release

Media Contact: Rebecca Richter, Office of the Chief Scientist, Mobile: 0410 029 407

The main report that was presented was titled, ‘Transforming Learning and the Transmission of Knowledge: Preparing a learning society for the Future’ which uses science to challenge a number of commonly held beliefs about how the brain functions, learns and ages.  These include: 

• ‘No new nerve cells can be made in the brain after birth, especially not in a mature or older adult’ - This is incorrect. The number of nerve cells is largely complete by the first few years of life.  However, the brains of the majority of older people contain virtually the same number of neurons as that found in a young adult.  Furthermore, it is now clear that new nerve cells are made throughout life in regions of the brain associated with learning and memory.
• ‘Men and women learn differently because they have different types of brains’ - This is incorrect.  Sex hormones do affect certain brain characteristics like the size and number of certain types of nerve cells.  However, there are no studies that show any basic differences in the mechanisms underlying learning and memory.
• ‘You can learn in your sleep’ - This may be half-true.  Learning of new material probably doesn’t occur during sleep.  However, periods of sleep or restfulness may allow memories to be replayed.  Such replay can help to strengthen the memories.
• ‘There are critical periods when certain types of learning must occur’ - This is half-true.  There are periods when learning skills like language are ‘easier’. However, the brain maintains its ability to make new connections and memories throughout life. This means that learning any sort of skill is possible at any age.  For instance, language acquisition is possible even in old age, although it may be slower and more difficult. 
• ‘Use it or lose it’ - This old adage appears to be largely correct.  The connections between nerve cells in the brain (synapses) that store memory are dependent on constant reinforcement.  Continually providing stimulus through exploration or gaining new knowledge appears to be vital for maintaining maximum mental functioning.

As a separate agenda item, ideas were also discussed in the broad sphere of the National Health, Wellbeing and Security of Australia, with the goal of identifying some of the most transformational futures in this domain as candidates for future PMSEIC reports.

I encourage you to take a look at a copy of the ‘Transforming Learning and the Transmission of Knowledge’ report that was very well received at this meeting, which can be accessed via the PMSEIC website. 

You can also view my appearance on last night’s episode of Lateline, where I discussed this report in addition to other topical issues of science.

Penny

The Executive Officer of PMSEIC, Professor Penny Sackett, Chief Scientist for Australia, said that the report highlights the opportunity for Australia to transform its practices related to learning, with the aim of enhancing life-long learning outcomes for all Australians.

“The report contains as its central recommendation the establishment of a Science of Learning Program, to be delivered through a number of interdisciplinary and inter-professional Science of Learning Centres.

“The Centres would have a transformational impact on learning by advancing the scientific understanding of effective learning techniques; generating knowledge to inform education policy and practice; and by testing innovative approaches in real world environments to maximise learning outcomes.

“It is expected that the research findings from these Centres could lead to improvements in equity, educational practice and practitioner development.  All of which, should narrow the achievement gap and maximise Australia’s economic productivity, Professor Sackett said.

The Centres, if established, would cover Australia geographically and socio-economically; and would build on the work already being conducted across Australia by Departments of Education, researchers and other educational groups. 

It is also expected that input into the Centres would be harnessed from parents, carers, learners, community leaders, formal and informal educators, and researchers from different disciplines.

“By adopting the recommendation from the report to establish Science of Learning Centres, we can deliver a society of effective life-long learners who have the ability to engage in the rapidly developing knowledge society that is the global future,“ Professor Sackett concluded.

A copy of the full report and an impact statement can be found on the PMSEIC website

For more information on the Chief Scientist for Australia, Professor Penny Sackett, please visit www.chiefscientist.gov.au.

Click here to download media release

The 2009 presentation ceremony for the Prime Minister’s Prizes for Science was held in the Great Hall, Parliament House in Canberra on 28th October 2009.

The annual Prizes are Australia’s celebration and recognition of excellence in both theoretical and practical applications of science and teaching that contribute to improving the standards of Australia’s present and future scientific capabilities and aspirations.

Prizes are awarded in five categories:
1.    Prime Minister’s Prize for Science
2.    Science Minister’s Prize for Life Scientist of the Year
3.    Malcolm McIntosh Prize for Physical Scientist of the Year
4.    Prime Minister’s Prize for Excellence in Science Teaching in Primary Schools
5.    Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools

This year’s recipients of the awards are:

(L-R) Mr Allan Wittome, Mr Len Altman, Professor Michael Cowley, Dr Amanda Barnard, The Hon Kevin Rudd MP, Prime Minister of Australia, Dr John O’Sullivan, The Hon Senator Kim Carr, Minister of Innovation, Industry, Science & Research

Prime Minister’s Prize for Science: John O’Sullivan

John O’Sullivan, Doctor of Philosophy in Electrical Engineering from the University of Sydney has won Australia’s greatest scientific honour, the Prime Minister’s Prize for Science 2009 for his many achievements in astronomy and wireless technologies.

This award recognises in particular his research into the reduction of atmospheric distortion of electromagnetic signals that contributed significantly to the development and commercialisation of the now ubiquitous technology that features within nearly every WiFi device and Wireless Local Area Network (WLAN) across the world making them both fast and reliable.

Science Minister’s Prize for Life Scientist of the Year: Michael Cowley

Dr. Michael Cowley has dedicated his career to understanding the contributing factors to a condition that affects nearly two and a half million Australians: obesity.  He is the creator of biotech company, Orexigen, which is currently trialling four obesity treatments that utilise his breakthrough knowledge of the effects of the hormone lepatin on the brain which has the ability to increase or decrease weight.

Dr. Cowley continues to work with colleagues at Monash University to develop therapies that break the relationship between obesity and increased risk of heart disease and diabetes.

Malcolm McIntosh Prize for Physical Scientist of the Year: Amanda Barnard

For Amanda Barnard great academic success of a first class honours degree followed by a PhD in Physics from RMIT University in 2003, have fuelled an already burgeoning career.

Specialising in the supercomputer study of nano-particle materials on a minute scale, Dr. Barnard defied peers when she created particles in the virtual world to test how their stability would be affected when interacting in various environments.  This work is vital as it reduces the risk and increases knowledge before the development of such particles in the real world.

Prime Minister’s Prize for Excellence in Science Teaching in Primary Schools: Allan Wittome

The rural Badgingarra Primary School students of Allan Wittome understand science as an everyday part of their lives through the great enjoyment they receive from their teacher’s practical applications within and outside of the classroom.

They enjoy active participation in competitions, awards programs and community projects including the Earthwatch Teach Live Whale Sharks of Ningaloo. With Mr Wittome’s guidance and motivation, the students were the first primary school to partake in the F1 in Schools project that brings science off the page and into the imagination of the students.

Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools: Len Altman

The resurgence in Australian geoscience teaching emanates from Marden Senior College in South Australia, where Len Altman is continuing his 36 year teaching career guiding the academic and career paths of not only secondary schoolchildren, but also adult learners and recent immigrants.

Geoscience is needed not only for the mining and minerals industries, but is vital in understanding the challenges that lie ahead as a result of climate change particularly with regards to water security. Concerned with whole of life learning, Len Altman frequently organises multiple events and opportunities for students and teachers at all levels of education and led the creation of Geoscience Pathways, a website demonstrating the essential contribution of geoscience to modern society.

Please visit the Prime Minister’s Prizes for Science website to find out more about the individual prizes and award recipients.

The Prime Minister’s Science, Engineering and Innovation Council (PMSEIC) was established under the former Government in 1997 as the Government’s principal source of independent advice on issues in science, engineering and innovation and relevant aspects of education and training.  The precursor to PMSEIC was the Prime Minister’s Science Council established by the Hawke Labor Government in 1989.  This was then followed in 1992 by the Prime Minister’s Science and Engineering Council.

The Council meets in full session, twice a year, to discuss major national issues in science, engineering and technology and their contribution to the economic and social development of Australia.

The recent Australian Government’s policy paper Powering Ideas: an Innovation Agenda for the 21st Century gave PMSEIC the mandate of looking over the horizon to support long term, whole-of-Government policy development.  As a result, PMSEIC has adopted a broader definition of science to include the social sciences, and a new model of operation was introduced incorporating a foresighting approach.

The new model provides PMSEIC with a unique opportunity to provide long range advice on issues of national importance, highlighting areas of research where an early and timely response can really make a difference.  Foresighting teams will identify a set of plausible futures that lie 10 to 50 years ahead of us, draw a line between where we are now and each of those futures, and then ask: What are the problems and opportunities for Australia that intersect that line that involve science, and how can we overcome or embrace them?

Four themes for exploration have been agreed:

• Climate Change, Energy, Water and Environment;
• Science as an Engine for Innovation in Commerce, Industry and the Arts;
• National Health, Well-being and Security; and
• Knowledge Generation, Skills and Perception in a Global World.

These themes lie at the intersection of Government portfolios and across traditional disciplines of research, and in many cases involve social challenges resistant to conventional approaches to solving them.

Please visit the PMSEIC website to find further information including reports and presentations that have been produced by the Council.