What sort of science education do we really need?

TitleWhat sort of science education do we really need?
Publication TypeJournal Article
AuthorsDuggan, Sandra, and Richard Gott
JournalInternational Journal of Science Education
Volume24
Issue7
Pagination661-679
ISSN0950-0693
AbstractThe research aims to explore the role of science for employees in science-based industries and for members of the public interacting with science in their everyday lives. Case studies were carried out in a small sample of industries, in community action groups and in personal decision making. The methodology, informed by a tentative model of science, included scrutiny of available relevant documentation and semi-structured interviews. The findings suggest that procedural understanding was essential in the higher levels of industry and in interacting effectively with everyday issues, while conceptual understanding was so specific that it was acquired in a need-to-know way. The implications for science education hinge on a substantial reduction in the conceptual content and the explicit teaching of the nature of evidence (procedural understanding). The authors suggest building on primary pupils' enthusiasm for investigative work at UK Key Stage 3 (11-14 years) and developing an issues-based curriculum at Key Stage 4 (14-16 years).
URLhttps://doi.org/10.1080/09500690110110133
DOI10.1080/09500690110110133
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