In the 60 years since CP Snow’s Rede Lecture of 1959, there has been a considerable narrowing in the cultural divide between science and the humanities, and only the most entrenched observer would continue to insist that the gulf he described between the ‘two cultures’ still exists. Much of this entente has come from a curriculum that, unlike the situation in Snow’s day, ensures that all students are introduced to the basics of science in schools. However, despite solid grounding in the curriculum, the number of students applying for university science courses has shown a steady decline over the past decade (Burke, 2018), gender imbalance remains as pronounced as ever (Gjersoe, 2018) and, closer to home, there is a considerable demand for science teachers (George, 2017). Schmidt attributes at least a part of the decline in popularity of science courses to the perception that science is not a creative endeavour, with many surveys showing that science somehow projects an aura
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