Many thanks to Jon Turney for his comments about our report. The problem
of school science and its effect in pupils is rooted in the two aims that
it tries to serve - the pre-professional preparation of scientists which
requires an academic education which begins with axioms and then constructs
the edifice of scientific understanding bottom up - and the needs of the
general public for a broad understanding of the principle ideas to be found
in science, what it is to do science and the social practices of scientists
(in my view, a much greateer emphasis on science studies). For a variety
of reasons, mainly due to innate conservatism, it is the first aim which
still predominates. The national curriculum has actually made it worse by
concentrating on basic concepts and separating science from technology. If
you are a believer in some kind of science, technology and society
education, then if the curriculum does not make the step from science to
technology, it definitely won't make the bigger step from science to
society. Hence the virtual disappearance of consideration of such issues
when science teachers overwhelming concern is ensuring that their pupils do
better in the exams and the league tables which means focussing on basic
concepts and some very ersatz experiences of 'doing science'.
Another factor which has emerged in some other research undertaken here is
that too many pupils only see a science education as having utilitarian
value for future careers. And if they don't want to be a scientist, then
then see little value in studying science post 16 failing to see that it
might have a broader cultural value in contemporary science.
Changing current practice in schools is a long term project but it can be
done - for example, history education has changed considerably in the last
twenty years from an experience which emphasised knowledge and facts to one
which now emphasises process resulting in a much more positive affective
outcome. Changing science education requires is a sustained argument from
the wider community of those outside science education (as well as those
within) for the importance of a broader science education for the majority
and for the necessity for change. Any contributions that the PUS community
can make to such arguments,whereever and whenever, will undoubtedly be
helpful.
Jonathan Osborne
School of Education
King's College London
Waterloo Road
London SE1 8WA
United Kingdom
Telephone: +44 (0) 171 872 3094
Fax: +44 (0) 171 872 3182
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