Changes in Science education: Difference between revisions

|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

*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