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There is no shortage of issues. New GCSE science courses started in September 2006. Twenty First Century Science involves rethinking science for 14-16 year olds. For September 2008 there are new science AS/A2 courses and a new KS3 programme of study.
Evolution by natural selection is fundamental to biology. It provides vital insights into major concerns such as agriculture and human health, and can lead to practical solutions. It also explains human origins and connects us with other forms of life on earth. All young people, as part of their preparation for modern life, should learn about these ideas at school.
Given its importance, how then should we introduce evolution by natural selection? What is most likely to engage interest and develop understanding?
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There’s lots of talk these days about completing KS3 science in two years, and then moving on to more personalised routes through a variety of KS4 science courses. The idea of a ‘condensed KS3’, which originated in a 2001 Green Paper, encompasses English, Maths and Science and has been explored by the Secondary National Strategy.
But is the idea in danger of being applied inappropriately, to impress parents or in a naïve hope of improving value-added scores at KS4? Fast-tracking may actually reduce student motivation, except perhaps for very able pupils.
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This question was debated by a panel at the January 2008 annual meeting of the Association for Science Education. It was hosted by the Nuffield Curriculum Centre and SCORE (Science Community Representing Education) and chaired by Angela Hall, Director of the Nuffield Curriculum Centre (AH).
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Contexts act as a motivating ‘bridge’ for learning the related science concepts in context-led advanced science courses such as Salters Advanced Chemistry, Salters-Horners Advanced Physics and Salters-Nuffield Advanced Biology. In more conventional concept-led courses, applications and contexts are used to illustrate the science rather than being the central framework for the curriculum.
A session at the January 08 Association for Science Education annual conference explored both sides of the debate. Here are summaries of what each speaker said, and of the debate which followed.
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During the October 2007 half term I had the privilege of accompanying about 30 physics teachers from the London area on a visit to CERN, near Geneva. All of us went especially to see the Large Hadron Collider (LHC), due to start up next year, but discovered a good deal more.
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The London Challenge have launched a new website called London Science Teaching. The website has been created by London science teachers and technicians and its aim is to make it easy for teachers and technicians in London to share and celebrate good ideas.
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This week I attended the annual Science Communication Conference, a two-day event jointly organised by the BA and The Royal Society. Hundreds of scientists and science communicators were there. All the talk about public engagement with science-related issues helped us think again about the role of school science at Key Stage 4.
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LINK: www.publications.parliament.uk
The Lords held a debate about science education in schools on 3 May 2007. As the extracts below demonstrate, the House is both well-informed about real challenges faced in schools and thoughtful about recent education initiatives.
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Members of 18 different organisations involved in science, technology, engineering and maths (STEM) and STEM education met last week to discuss how to coordinate an approach to communicating with the media on issues related to STEM Education.
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The ROSE project has been exploring pupils' attitudes to science and has come up with some striking results.
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Last Updated Sat, 24 November 2007