By Rob Toplis
ISBN-10: 0203838262
ISBN-13: 9780203838266
How technology Works offers scholar and training academics with a entire advent to 1 of the main dramatic adjustments to the secondary technological know-how curriculum. Underpinned via the most recent study within the box, it explores the emergence and which means of ways technological know-how Works and reports significant advancements in pedagogy and practice.
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Additional resources for How science works : exploring effective pedagogy and practice
Sample text
Science education needs to play its part in repairing this damage, but effecting such a major repair to an image that Haynes traces back to biblical texts and Scandinavian mythology will not be easy. As she states, ‘from the Middle Ages to the twentieth century, scientists as depicted in literature have, with very few exceptions, been rated as “low” to “very low” on the moral scale’ (Haynes 1994: 4). Print and newer forms of media – film, television, videogames, etc. – have the greatest influence on how science is communicated to children beyond the classroom (Cresswell et al.
When you get to secondary school it’s not that more advanced and that’s it, you learn the same things over and over again. (Alice: Year 11 student. Osborne and Collins 2000: 26) Where students were able to see progression in their learning, this was often perceived to be in very small stages, with concepts gradually becoming ‘more complex … but basically the same’, and this leads to a growing disenchantment with the subject. While students acknowledged the need to revisit aspects of science, science educators need to take account of students’ prior experiences and take time to explain how a topic will review and build on previous knowledge and understanding of key scientific concepts.
This suggests that attempts over the past ten years to develop curriculum content for science that is more relevant to students’ lives in the twenty-first century and appeals to their interests are beginning to show results. Whether or not this will be enough to encourage more young people to continue their studies of science beyond the age of compulsory education and to consider science-related careers remains to be seen. While such studies provide useful insight into students’ views of school science in general, they are somewhat broad, leading to the assumption that there is no clear distinction between students’ views of biology, physics and chemistry.
How science works : exploring effective pedagogy and practice by Rob Toplis
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