Changes in Science education - Revision history

Bjoern at 17:05, 31 January 2015

2015-01-31T17:05:11Z

← Older revision		Revision as of 17:05, 31 January 2015
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	\|subject=Teacher Education		\|subject=Teacher Education
	\|resourcenumber=TE013		\|resourcenumber=TE013
	\|age=~~NA ,~~ Higher		\|age= Higher
	\|image=changesinscienceeducation.png		\|image=changesinscienceeducation.png
	\|tagline=Get down to the core of why we teach science		\|tagline=Get down to the core of why we teach science

Caroline.jestaz at 11:36, 10 December 2012

2012-12-10T11:36:01Z

← Older revision		Revision as of 11:36, 10 December 2012
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	\|other=		\|other=
	\|format=Web tutorial with six PDF documents; two JPG images and two MP3 audio files		\|format=Web tutorial with six PDF documents; two JPG images and two MP3 audio files
	\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253		\|resources=[http://openlearn.open.ac.uk/course/view.php?id=3253 Web tutorial]



	}}		}}

Caroline.jestaz at 11:34, 10 December 2012

2012-12-10T11:34:57Z

Bjoern: Fixing subjects, ages, types

2012-09-28T14:30:43Z

Fixing subjects, ages, types

← Older revision		Revision as of 14:30, 28 September 2012
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	{{ResourcePageGroupMenu\|OU Teach Learn}}		{{ResourcePageGroupMenu\|OU Teach Learn}}
	{{Rinfo		{{Rinfo
			\|type= Teacher Education

	\|attribution={{OpenLearn}}		\|attribution={{OpenLearn}}
	\|final=yes		\|final=yes
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	\|subject=Teacher Education		\|subject=Teacher Education
	\|resourcenumber=TE0013		\|resourcenumber=TE0013
	\|age=NA		\|age=NA , Higher
	\|image=changesinscienceeducation.png		\|image=changesinscienceeducation.png
	\|tagline=Get down to the core of why we teach science		\|tagline=Get down to the core of why we teach science

Bjoern: Adding attribution

2012-09-28T13:50:13Z

Adding attribution

← Older revision		Revision as of 13:50, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|attribution={{OpenLearn}}
	\|final=yes		\|final=yes
	\|title=Changes in Science education		\|title=Changes in Science education

SimonKnight at 17:51, 20 September 2012

2012-09-20T17:51:45Z

← Older revision		Revision as of 17:51, 20 September 2012
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	{{ResourcePageGroupMenu\|OU Teach Learn}}		{{ResourcePageGroupMenu\|OU Teach Learn}}
	{{Rinfo		{{Rinfo
			\|final=yes
	\|title=Changes in Science education		\|title=Changes in Science education
	\|topic=Science Education		\|topic=Science Education

Rf366 at 17:07, 3 September 2012

2012-09-03T17:07:34Z

← Older revision		Revision as of 17:07, 3 September 2012
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	\|resourcenumber=TE0013		\|resourcenumber=TE0013
	\|age=NA		\|age=NA
	\|content=~~1 Overview<br />2~~ What is science?~~<br />3~~ Problems of teaching the Nature of Science ~~- Introduction<br />-~~ Science and certainty~~<br />-~~ Observation and measurement~~<br />-~~ Scientific methods and critical testing~~<br />-~~ Cause and correlation~~<br />- Historical~~ development of scientific knowledge~~<br />-~~ Creativity~~<br />4~~ Who is science education for?~~<br />5~~ Education for democracy~~?<br />6~~ The public understanding of science~~<br />7 A way ahead? – Beyond 2000<br />-~~ Assessing the quality of data~~<br />-~~ Multiple interpretations in science~~<br />-~~ Modelling in science~~<br />- Uses of models not made explicit<br />- Assumptions within models<br />- Modelling errors<br />8~~ What are the chances that scientific literacy will prevail? ~~<br />9~~ Evidence of progress?~~<br />10 ‘Science~~ for all~~?’ A look at some contexts<br />11~~ Primary science~~<br />12 Science in secondary schools<br />13~~ Post-compulsory science education~~<br />14 Final thoughts. Next steps. Glossary. References and acknowledgements~~		\|image=changesinscienceeducation.png
			\|tagline=Get down to the core of why we teach science
			\|content=featuring:
			* What is science? Problems teaching the Nature of Science
			* Science and certainty; Observation and measurement; Scientific methods and critical testing; Cause and correlation
			* The development of scientific knowledge; Creativity
			* Who is science education for? Education for democracy; The public understanding of science
			* Assessing the quality of data; Multiple interpretations in science; Modelling in science
			* What are the chances that scientific literacy will prevail? Evidence of progress?
			* Science for all; Primary science; Secondary science; Post-compulsory science education
	\|strategy=		\|strategy=
	\|Learning Objectives=		\|Learning Objectives=
	*~~Demonstrate~~ an understanding of problems associated with defining the Nature of Science		*demonstrate an understanding of problems associated with defining the Nature of Science
	*~~Write~~ in an informed way about the purposes of compulsory science education		*write in an informed way about the purposes of compulsory science education
	*Be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’		*be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’
	*~~Show~~ an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy		*show an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy
	*~~Provide~~ examples of how specific scientific understanding might be used by lay individuals in a practical context		*provide examples of how specific scientific understanding might be used by lay individuals in a practical context
	*~~Explain~~ how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this		*explain how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this
	*~~Identify~~ factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship		*identify factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship
	*~~Describe~~ some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum		*describe some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum
	*~~Have~~ a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support		*have a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support
	*~~Distinguish (~~as far as is possible) between vocational and ‘academic’ approaches to science teaching and differences in outcomes		*distinguish as far as is possible between vocational and ‘academic’ approaches to science teaching and differences in outcomes
	\|additional resources=		\|additional resources=
	\|useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]		\|useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]
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	\|format=Web tutorial with six PDF documents; two JPG images and two MP3 audio files		\|format=Web tutorial with six PDF documents; two JPG images and two MP3 audio files
	\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253		\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253



			}}

			Preview image:

	[[File:changesinscienceeducation.png]]		[[File:changesinscienceeducation.png]]

	}}
	[[Category:Teacher Education]] [[Category:External Resource]]		[[Category:Teacher Education]] [[Category:External Resource]]

Rf366 at 12:42, 15 August 2012

2012-08-15T12:42:27Z

← Older revision		Revision as of 12:42, 15 August 2012
Line 6:		Line 6:
	\|resourcenumber=TE0013		\|resourcenumber=TE0013
	\|age=NA		\|age=NA
	\|content=1 ~~Unit overview~~<br />2 What is science?<br />3 Problems of teaching the Nature of Science~~<br />3.1~~ Introduction<br />~~3.1.1 (A)~~ Science and certainty<br />~~3.1.2 (B)~~ Observation and measurement<br />~~3.1.3 (C)~~ Scientific methods and critical testing<br />~~3.1.4 (D)~~ Cause and correlation<br />~~3.1.5 (E)~~ Historical development of scientific knowledge<br />~~3.1.6 (F)~~ Creativity<br />4 Who is science education for?<br />5 Education for democracy?<br />6 The public understanding of science<br />7 A way ahead? – Beyond 2000<br />~~7.1 Introduction<br />7.2~~ Assessing the quality of data<br />~~7.3~~ Multiple interpretations in science<br />~~7.4~~ Modelling in science<br />~~7.4.1~~ Uses of models not made explicit<br />~~7.4.2~~ Assumptions within models<br />~~7.4.3~~ Modelling errors<br />8 What are the chances that scientific literacy will prevail? 9 Evidence of progress?<br />10 ‘Science for all?’ A look at some contexts<br />11 Primary science<br />12 Science in secondary schools<br />13 Post-compulsory science education<br />14 Final thoughts~~<br />~~Next steps~~<br />~~Glossary~~<br />~~References~~<br />Acknowledgements~~		\|content=1 Overview<br />2 What is science?<br />3 Problems of teaching the Nature of Science - Introduction<br />- Science and certainty<br />- Observation and measurement<br />- Scientific methods and critical testing<br />- Cause and correlation<br />- Historical development of scientific knowledge<br />- Creativity<br />4 Who is science education for?<br />5 Education for democracy?<br />6 The public understanding of science<br />7 A way ahead? – Beyond 2000<br />- Assessing the quality of data<br />- Multiple interpretations in science<br />- Modelling in science<br />- Uses of models not made explicit<br />- Assumptions within models<br />- Modelling errors<br />8 What are the chances that scientific literacy will prevail? <br />9 Evidence of progress?<br />10 ‘Science for all?’ A look at some contexts<br />11 Primary science<br />12 Science in secondary schools<br />13 Post-compulsory science education<br />14 Final thoughts. Next steps. Glossary. References and acknowledgements
	\|strategy=		\|strategy=
	\|Learning Objectives=~~After studying this unit, you should be able to:<br>~~~~demonstrate~~ an understanding of problems associated with defining the Nature of Science~~;<br>~~~~write~~ in an informed way about the purposes of compulsory science education~~;<br>~~be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’~~;<br>~~~~show~~ an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy~~;<br>~~~~provide~~ examples of how specific scientific understanding might be used by lay individuals in a practical context~~;<br>~~~~explain~~ how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this~~;<br>~~~~identify~~ factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship~~;<br>~~~~describe~~ some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum~~;<br>~~~~have~~ a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support~~;<br>~~~~distinguish~~ (as far as is possible) between vocational and ‘academic’ approaches to science teaching and differences in outcomes.		\|Learning Objectives=
			*Demonstrate an understanding of problems associated with defining the Nature of Science
			*Write in an informed way about the purposes of compulsory science education
			*Be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’
			*Show an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy
			*Provide examples of how specific scientific understanding might be used by lay individuals in a practical context
			*Explain how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this
			*Identify factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship
			*Describe some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum
			*Have a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support
			*Distinguish (as far as is possible) between vocational and ‘academic’ approaches to science teaching and differences in outcomes
	\|additional resources=		\|additional resources=
	\|useful information=Part of the Teach and Learn series ~~from the Open University~~, ~~this unit is an~~ adapted ~~extract~~ from ~~the Open University~~ course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]		\|useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]
	\|related resources=		\|related resources=
	\|other=		\|other=
	\|format=6 PDF~~, 2 JPEG~~ and ~~2 MPEG Layer 3~~ audio files.		\|format=Web tutorial with six PDF documents; two JPG images and two MP3 audio files
	\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253		\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253

			[[File:changesinscienceeducation.png]]

	}}		}}
	[[Category:Teacher Education]] [[Category:External Resource]]		[[Category:Teacher Education]] [[Category:External Resource]]

Rf366: Undo revision 5293 by Rf366 (talk)

2012-08-15T12:23:52Z

Undo revision 5293 by Rf366 (talk)

← Older revision		Revision as of 12:23, 15 August 2012
Line 6:		Line 6:
	\|resourcenumber=TE0013		\|resourcenumber=TE0013
	\|age=NA		\|age=NA
	\|content=		\|content=1 Unit overview<br />2 What is science?<br />3 Problems of teaching the Nature of Science<br />3.1 Introduction<br />3.1.1 (A) Science and certainty<br />3.1.2 (B) Observation and measurement<br />3.1.3 (C) Scientific methods and critical testing<br />3.1.4 (D) Cause and correlation<br />3.1.5 (E) Historical development of scientific knowledge<br />3.1.6 (F) Creativity<br />4 Who is science education for?<br />5 Education for democracy?<br />6 The public understanding of science<br />7 A way ahead? – Beyond 2000<br />7.1 Introduction<br />7.2 Assessing the quality of data<br />7.3 Multiple interpretations in science<br />7.4 Modelling in science<br />7.4.1 Uses of models not made explicit<br />7.4.2 Assumptions within models<br />7.4.3 Modelling errors<br />8 What are the chances that scientific literacy will prevail? 9 Evidence of progress?<br />10 ‘Science for all?’ A look at some contexts<br />11 Primary science<br />12 Science in secondary schools<br />13 Post-compulsory science education<br />14 Final thoughts<br />Next steps<br />Glossary<br />References<br />Acknowledgements


	\|strategy=		\|strategy=
	\|Learning Objectives=		\|Learning Objectives=After studying this unit, you should be able to:<br>demonstrate an understanding of problems associated with defining the Nature of Science;<br>write in an informed way about the purposes of compulsory science education;<br>be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’;<br>show an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy;<br>provide examples of how specific scientific understanding might be used by lay individuals in a practical context;<br>explain how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this;<br>identify factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship;<br>describe some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum;<br>have a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support;<br>distinguish (as far as is possible) between vocational and ‘academic’ approaches to science teaching and differences in outcomes.
	*~~Demonstrate~~ an understanding of problems associated with defining the Nature of Science
	*~~Write~~ in an informed way about the purposes of compulsory science education
	*Be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’
	*~~Show~~ an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy
	*~~Provide~~ examples of how specific scientific understanding might be used by lay individuals in a practical context
	*~~Explain~~ how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this
	*~~Identify~~ factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship
	*~~Describe~~ some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum
	*~~Have~~ a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support
	*~~Distinguish~~ (as far as is possible) between vocational and ‘academic’ approaches to science teaching and differences in outcomes
	\|additional resources=		\|additional resources=
	\|useful information= Part of the ~~Open University's~~ Teach and Learn series, adapted from ~~their~~ course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]		\|useful information=Part of the Teach and Learn series from the Open University, this unit is an adapted extract from the Open University course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]
	\|related resources=		\|related resources=
	\|other=		\|other=
	\|format=~~Web tutorial with six~~ PDF ~~documents; two JPG images~~ and ~~two MP3~~ audio files		\|format=6 PDF, 2 JPEG and 2 MPEG Layer 3 audio files.
	\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253		\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253

	~~[[File:changesinscienceeducation.png]]~~
	}}		}}
	[[Category:Teacher Education]] [[Category:External Resource]]		[[Category:Teacher Education]] [[Category:External Resource]]

Rf366 at 12:16, 15 August 2012

2012-08-15T12:16:32Z

← Older revision		Revision as of 12:16, 15 August 2012
Line 6:		Line 6:
	\|resourcenumber=TE0013		\|resourcenumber=TE0013
	\|age=NA		\|age=NA
	\|content=1 Unit overview<br />2 What is science?<br />3 Problems of teaching the Nature of Science<br />3.1 Introduction<br />3.1.1 (A) Science and certainty<br />3.1.2 (B) Observation and measurement<br />3.1.3 (C) Scientific methods and critical testing<br />3.1.4 (D) Cause and correlation<br />3.1.5 (E) Historical development of scientific knowledge<br />3.1.6 (F) Creativity<br />4 Who is science education for?<br />5 Education for democracy?<br />6 The public understanding of science<br />7 A way ahead? – Beyond 2000<br />7.1 Introduction<br />7.2 Assessing the quality of data<br />7.3 Multiple interpretations in science<br />7.4 Modelling in science<br />7.4.1 Uses of models not made explicit<br />7.4.2 Assumptions within models<br />7.4.3 Modelling errors<br />8 What are the chances that scientific literacy will prevail? 9 Evidence of progress?<br />10 ‘Science for all?’ A look at some contexts<br />11 Primary science<br />12 Science in secondary schools<br />13 Post-compulsory science education<br />14 Final thoughts<br />Next steps<br />Glossary<br />References<br />Acknowledgements		\|content=


	\|strategy=		\|strategy=
	\|Learning Objectives=~~After studying this unit, you should be able to:<br>~~~~demonstrate~~ an understanding of problems associated with defining the Nature of Science~~;<br>~~~~write~~ in an informed way about the purposes of compulsory science education~~;<br>~~be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’~~;<br>~~~~show~~ an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy~~;<br>~~~~provide~~ examples of how specific scientific understanding might be used by lay individuals in a practical context~~;<br>~~~~explain~~ how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this~~;<br>~~~~identify~~ factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship~~;<br>~~~~describe~~ some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum~~;<br>~~~~have~~ a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support~~;<br>~~~~distinguish~~ (as far as is possible) between vocational and ‘academic’ approaches to science teaching and differences in outcomes.		\|Learning Objectives=
			*Demonstrate an understanding of problems associated with defining the Nature of Science
			*Write in an informed way about the purposes of compulsory science education
			*Be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’
			*Show an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy
			*Provide examples of how specific scientific understanding might be used by lay individuals in a practical context
			*Explain how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications of this
			*Identify factors that have to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship
			*Describe some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum
			*Have a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support
			*Distinguish (as far as is possible) between vocational and ‘academic’ approaches to science teaching and differences in outcomes
	\|additional resources=		\|additional resources=
	\|useful information=Part of the Teach and Learn series ~~from the Open University~~, ~~this unit is an~~ adapted ~~extract~~ from ~~the Open University~~ course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]		\|useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]
	\|related resources=		\|related resources=
	\|other=		\|other=
	\|format=6 PDF~~, 2 JPEG~~ and ~~2 MPEG Layer 3~~ audio files.		\|format=Web tutorial with six PDF documents; two JPG images and two MP3 audio files
	\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253		\|resources=http://openlearn.open.ac.uk/course/view.php?id=3253

			[[File:changesinscienceeducation.png]]
	}}		}}
	[[Category:Teacher Education]] [[Category:External Resource]]		[[Category:Teacher Education]] [[Category:External Resource]]

← Older revision		Revision as of 11:34, 10 December 2012
Line 8:		Line 8:
	\|topic=Science Education		\|topic=Science Education
	\|subject=Teacher Education		\|subject=Teacher Education
	\|resourcenumber=~~TE0013~~		\|resourcenumber=TE013
	\|age=NA , Higher		\|age=NA , Higher
	\|image=changesinscienceeducation.png		\|image=changesinscienceeducation.png
	\|tagline=Get down to the core of why we teach science		\|tagline=Get down to the core of why we teach science
	\|content=~~featuring~~:		\|content=This lesson raises the following questions :
	* What is science~~? Problems~~ teaching the Nature of Science		* What is science and what are the problems teaching the Nature of Science.
	* Science and certainty; Observation and measurement; Scientific methods and critical testing; Cause and correlation		* Science and certainty; Observation and measurement; Scientific methods and critical testing; Cause and correlation.
	* The development of scientific knowledge; Creativity		* The development of scientific knowledge; Creativity.
	* Who is science education for? Education for democracy; The public understanding of science		* Who is science education for? Education for democracy; The public understanding of science.
	* Assessing the quality of data; Multiple interpretations in science; Modelling in science		* Assessing the quality of data; Multiple interpretations in science; Modelling in science.
	* What are the chances that scientific literacy will prevail? Evidence of progress?		* What are the chances that scientific literacy will prevail? Evidence of progress?
	* Science for all; Primary science; Secondary science; Post-compulsory science education		* Science for all; Primary science; Secondary science; Post-compulsory science education.
	\|strategy=		\|strategy=
	\|Learning Objectives=		\|Learning Objectives=
	*~~demonstrate~~ an understanding of problems associated with defining the Nature of Science		* Demonstrating an understanding of problems associated with defining the Nature of Science.
	*~~write~~ in an informed way about the purposes of compulsory science education		* Writing in an informed way about the purposes of compulsory science education.
	*be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’		* Being aware of the educational complications and implications associated with the phrase ‘the public understanding of science’.
	*~~show~~ an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy		* Showing an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy.
	*~~provide~~ examples of how specific scientific understanding might be used by lay individuals in a practical context		* Providing examples of how specific scientific understanding might be used by lay individuals in a practical context.
	*~~explain~~ how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications ~~of this~~		* Explaining how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications.
	*~~identify~~ factors that ~~have~~ to date inhibited the wide-scale adoption of curricula geared to the needs of science citizenship		* Identifying factors that to date have inhibited the wide-scale adoption of curricula geared to the needs of science citizenship.
	*~~describe~~ some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum		* Describing some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum.
	*~~have~~ a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support		* Having a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support.
	*~~distinguish~~ as far as is possible between vocational and ‘academic’ approaches to science teaching and differences in outcomes		* Distinguishing as far as is possible between vocational and ‘academic’ approaches to science teaching and differences in outcomes.
	\|additional resources=		\|additional resources=
	\|useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]		\|useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)]