Science for lifeA new GCSE aims to prepare pupils for a life in a world dominated by science.
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The ever-growing importance of science in our daily lives was officially recognized in 1989, when the new National Curriculum made it a compulsory 'core' subject for pupils aged five to 16. The decision to put science education on a par with literacy and numeracy reflected a desire to create a population aware of science and its outputs. In short, that people were 'scientifically literate'.
However, times have changed, and the notion of scientific literacy has moved on too. It may have once meant that everyone should have memorized the order of the planets, or Mendel's laws of inheritance. Now, it is increasingly recognized that scientific literacy is more about equipping people to live in a technologically advanced society where scientific issues are a part of everyday life.
Perhaps it is as much about 'science skills' as scientific knowledge. Scientifically literate citizens should be able to understand the important ideas of science and their impact on our environment and culture, so that they can appreciate why these ideas are valued. They should be able to evaluate sources of information and assess risk and probability both in order both to make personal decisions, and to take part in democratic discussions. They should also be able to respond critically to media reports of science, and hold and argue an opinion on issues with a science component. And they should have the foundation to acquire further scientific knowledge throughout their lifetimes.
That's a tall order - and one that is not met by current science curricula. These were primarily designed to impart knowledge, and to meet the needs of the minority of students destined for further specialist scientific study.
Science for the future
Numerous reports have indicated that students are clamouring for a science education that has meaning and significance for their lives. They want to address science issues they hear about through the newspapers and television, and get a bigger picture of how scientific concepts fit together in the overall scheme of things: to see more of the building, in short, and less of the bricks.
Students want greater autonomy and creativity in learning, including more practical work, more extended investigations and more opportunities to express views or discuss controversial issues. Teachers agree their pupils are owed this kind of science education and, given appropriate training and resources, are keen to deliver it.
This September, a team of science education experts from the University of York and the Nuffield Curriculum Centre in London, led jointly by Professors John Holman and Robin Millar, and Andrew Hunt, are attempting to address these needs. They have developed a new GCSE, 21st-century Science, which is now being piloted in 77 schools across the UK.
"In fact, science teaching is already very successful in the UK by international measures," notes Professor Holman. "Recent tests of scientific literacy in 15-year-olds show the UK comes fourth after Korea, Japan and Finland. We've been going up the league tables in the last few years, so it's not a disastrous situation by any means - we just want to make things better."
The new GCSE is addressing a dual mandate. "We need to ensure that everyone becomes scientifically literate," says Professor Holman. "But at the same time we also have to provide an appropriate grounding for students wishing to continue studying science beyond 19. This makes sure we have enough people going into scientific careers, whether as researchers, technicians or teachers, which is of course why science teaching began."
21st-century Science provides a 'core' science course in scientific literacy, equivalent to a single GCSE award, with Additional Science modules - General (academic) or Applied (vocational) - for students wishing to take their science studies further. These additional modules, which provide another single GCSE award, could eventually be taken in any combination - and at any time. Sixth form students would be able to take these modules if they regretted not choosing them at GCSE stage, and students who have left school could use them as a route back into science.
The core course in scientific literacy aims to deliver two broad areas of knowledge. Students will learn about the big scientific concepts or explanations, such as genetics, particle physics, the solar system, radioactivity and chemical change. But alongside those key scientific concepts they will also gain an understanding of the nature and processes of science - how scientists work, how they use data and reach conclusions, and so on. This 'ideas-about-science' part of the course will empower students to appreciate the strengths and limits of scientific evidence in a range of contexts, assess risk, and consider what decisions society has to take about the use of science.
Experimental approaches
"The production of this kind of course in general scientific literacy has never before been attempted either in Britain or overseas," says Professor Holman. "To create it, we had to go right back to the drawing board to avoid being influenced by existing GCSE and A levels, whose content is determined by university needs. 21st-century Science has the potential to transform the way science is taught at secondary school level. It's the kind of science course that many people, worldwide, have said is needed, but no one so far has produced and implemented as a national programme."
As well as a radically new content, 21st-century Science aims to introduce innovative ways of learning and a more varied pace to the curriculum. Periods of intensive learning - using a range of methods including teacher explanation, practical work, student activities, class discussion and information and communication technology - will be combined with more extended periods of investigative work, during which new ideas will be developed and consolidated.
For this, each student will complete an in-depth study of a socio-scientific issue, looking at how scientific data are used and how society makes decisions, and present their thoughts and findings as a video, audiotape or written piece. "In the longer term, we'd like to include more of this kind of investigative coursework in the curriculum. It's more appropriate for learning about contemporary science and its wider implications, because it gives students the time and space to really get under the skin of it all."
It's early days yet, but so far the response from staff and students has been positive. Teachers say the resources are excellent and the course is exciting, sparking active interest and intense debate. There are some reservations, however, with teachers expressing surprise at the large amounts of material to be covered in a relatively short time - which even fast-track student groups are finding intense. There is also some concern that learning outcomes don't always match the focus of the lesson, and that differentiation for lower ability pupils can be difficult. Once the pilot has been completed - and exams have been taken by the participating students next June - the team will have a chance to address these and any other problems before 21st-century Science is launched nationally in September 2006.
1. 'Pupils and Parents' Views of the School Science Curriculum' published in January 2000 by the Wellcome Trust; and the Science Curriculum Review carried out by young people (16-19 years) for the Science Museum during Science Year 2001/02.
2. 21st-century Science is being developed and tested for Key Stage 4 as part of a collaborative venture between the Qualifications and Curriculum Authority (QCA), the Salters Institute, the Nuffield Curriculum Centre, the University of York and the OCR. It was funded at different stages by the Salters Institute, the QCA, the Nuffield Foundation and the Wellcome Trust.