The Asti has demanded much stronger support for science teachers as part of the wider effort to promote biology, physics and chemistry at second-level.
Its general secretary, John White, said key elements of the Task Force on Science must now be implemented if the Government is to arrest the falling level of students' interest in science subjects.
While over 20,000 students take biology at Leaving Cert level, only a minority of students take physics and chemistry at higher level .
Mr White said the Report of the Task Force on the Physical Sciences - published exactly three years ago - recommended the provision of technical assistants in second level schools at a cost of €18.8 million annually.
"The employment of technical assistants to assist second level science teachers in preparatory and clean up work and the maintenance of school laboratories and equipment is the norm in many EU states.
"If we are to compete with these countries in terms of delivering the highest quality science education and increasing the numbers of young people studying science then we must ensure our schools have similar levels of staffing, resources and supports for science education," said Mr White.
He also pointed to the need for;
First class laboratories and equipment in all second level schools,
Additional teaching supports for schools which are currently unable to offer the full-range of science subjects to students
Professional development opportunities for science teachers in order to attract and retain adequate numbers of qualified teachers
Technical assistants for every school.
He also pointed to the heavy burden on science teachers. "Practical work is an integral element of science education and all students must have plenty of opportunities to engage in hands-on learning in modern school laboratories.
"However, we must also take cognisance of the high level of preparatory, supervisory and clean up work for a teacher teaching a practical science class where there are 24 students and 12 separate science experiments occurring simultaneously."
Teacher workload, he said impacts on teaching style, the level of one-to-one pupil-teacher interaction and the quality of relationships in the classroom.
