Transcript Document
Twenty First Century Science overview: A flexible suite of courses to meet the needs and aspirations of all students What’s the problem? What are we teaching science for? – Only a small minority of students will go on to become scientists – … or do a job requiring extensive scientific knowledge – All need the kind of understanding that might help you to make choices and decisions in everyday situations involving science and technology 2 What students said about the old science curriculum A lot of the stuff is irrelevant. You’re just going to go away from school and you’re never going to think about it again. It doesn’t mean anything to me. I’m never going to use that. It’s never going to come into anything, it’s just boring. It’s all crammed in … You catch bits of it, then it gets confusing, then you put the wrong bits together … [From: Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum. London: King’s College.] 3 The result of the old science curriculum Falling numbers of students choosing science post-16 – Students vote with their feet Declining interest in school science throughout secondary years – Increasingly negative attitudes to science Many leave science at 16 feeling they have gained little from 11 years studying science 4 The key challenge The school science curriculum has to do two jobs. It has to provide: Access to basic scientific literacy The first stages of a training in science for all for a minority There is an inherent tension between these aims. 5 Are these two jobs really so different? ‘it is romantic nonsense to imagine that potential science specialists can learn all the science they need without a lot of routine learning and practice, along with indoctrination into traditional ways of thinking.’ (Collins, H. (2000). Studies in Science Education, 35, 171). 6 But this is just what puts many students off .. [In science], there’s one answer and you’ve got to learn it. ... You just have to accept the facts, don’t you? ... It’s just not as creative as English. In art and drama you can choose, like whether you’re going to do it this way or that way, and how you’re going to go about it, whereas in science there’s just one way [From: Osborne, J. and Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum. ] 7 Instead we should cater for the majority ‘The most fundamental error in the traditional GCE/A level system was that each stage was designed to be suited to those who were going on to the next. … The other view, which seems to be held in every other advanced country, is that each stage of education should be designed for the main body of those who take it.’ Department of Education and Science and Welsh Office (1988). Advancing A Levels (Higginson Report), para. 8. London: HMSO. 8 Beyond 2000 report “The science curriculum from 5 to 16 should be seen primarily as a course to enhance general ‘scientific literacy’.” How can we achieve this, whilst also catering for the needs of future specialists? 9 The Twenty First Century Science: two sciences model GCSE Science 10% curriculum time Emphasis on scientific literacy GCSE Additional Science 10% curriculum time or (the science everyone needs to know) GCSE Additional Applied Science 10% curriculum time for all students (1 GCSE) for many students (1 GCSE) 10 Testing the model Pilot study to test this model commissioned by QCA – following extensive consultation Piloted in 78 schools from 2003 Teaching materials developed by Twenty First Century Science project Extensively revised for use from 2006 – when all GCSE Science courses will have a ‘core plus additional’ structure Benefits of a core + additional model Better able to meet a range of student needs and interests. Emphasises that there is a core of science which everyone needs. Different aims require different content, emphasis and approach. Separating the aims into separate courses means each can be designed ‘fit for purpose’. Separating them also makes it easier for students to change their minds at a later date. 12 Suite for 2006 onwards GCSE Additional Science Entry level GCSE Science GCSE Biology GCSE Chemistry GCSE Physics or GCSE Additional Applied Science For some students For all students For most students For some students OCR’s Entry Level Course feeds into GCSE Science Single Award Full range GCSE F and H tiers Single Awards Full range GCSEs F and H tiers Single Awards Full range GCSEs F and H tiers 13 GCSE Science: What is it like? ‘Science for all’ Engages with contemporary scientific issues: – relevant and stimulating for students Aims to provide the science knowledge you need: to appreciate what the issue is about – to evaluate what people say about it – to reach your own view and be able to discuss it with others – 14 Scientific literacy a ‘toolkit’ of ideas and skills which are useful for accessing, interpreting and responding to science, as we encounter it in everyday life 15 A key difference Scientists – producers of scientific knowledge All of us – consumers of scientific knowledge The aim is to help students become better informed and more discerning consumers of scientific information. 16 What science do we meet every day? 17 What do you need to deal with this? Some understanding of major scientific ideas and explanations Some understanding of science itself: the methods of scientific enquiry – the nature of scientific knowledge – how science and society interrelate – 18 Putting it all together GCSE Science: - modules on topics of interest to students Science Explanations (Breadth of study) Ideas about Science (How science works) Teaching is through issues and contexts; but ‘durable’ learning is of Science Explanations and Ideas about Science. 19 GCSE Science: Science Explanations The ‘big ideas’ of science Tools for thinking What matters is a broad grasp of major ideas and explanations, not disconnected details For example: – – – – The idea of a ‘chemical reaction’: rearrangement of atoms; nothing created or destroyed The ‘radiation model’ of interactions at a distance The gene theory of inheritance The idea of evolution by natural selection 20 GCSE Science: Ideas about Science (how science works) The uncertainty of all data: how to assess it and deal with it How to evaluate evidence of correlations and causes The different kinds of knowledge that science produces (ranging from agreed ‘facts’ to more tentative explanations) How the scientific community works: peer review How to assess levels of risk, and weigh up risks and benefits How individuals and society decide about applications of science 21 GCSE Science: Scientific literacy in context Science Explanations Modules Ideas about Science etc. 22 GCSE Science modules: integrating Ideas about Science (how science works) and Science Explanations You and your genes B Air quality C The Earth in the Universe P Keeping healthy B Material choices C Radiation and life P Life on Earth B Food matters C Radioactive materials P Each module 12 hours teaching time Leaves time for coursework to be done where you feel appropriate 23 GCSE Science: So what’s different? Some new content: risk – evaluating claims about correlations and risk factors – clinical trials – Emphasis on Ideas about Science Much is familiar: – whole class, small group and individual work; practical work More opportunities to talk, discuss, analyse, and develop arguments: about science – and about its applications and implications – 24 C21 Suite for 2006 onwards GCSE Additional Science Entry level GCSE Science GCSE Biology GCSE Chemistry GCSE Physics or GCSE Additional Applied Science For some students For all students For most students For some students OCR’s Entry Level Course feeds into GCSE Science Single Award Full range GCSE F and H tiers Single Awards Full range GCSEs F and H tiers Single Awards Full range GCSEs F and H tiers 25 Additional Science Sound introduction to the scientific concepts that are essential for further study Emphasis on models and explanations Insight into how scientists think and reason Full GCSE A*-G Progression to all science AS courses 26 Additional Science modules Nine modules 12-hour teaching blocks – Homeostasis B – Chemical patterns C – Explaining motion P – Growth and development B – Chemicals of the natural environment C – Electric circuits P – Brain and mind B – Chemical synthesis C – The wave model of radiation P 27 Additional Applied Science Based on engaging and authentic contemporary contexts where science is applied Insights into work that involves scientific knowledge or skills Opportunities for extended practical problem-solving Manageable portfolio Full GCSE A*-G Progression to vocational and some science AS courses 28 Additional Applied modules Three modules (chosen from the six provided) 36-hour teaching blocks – Life care B – Agriculture and food B – Scientific detection C – Harnessing chemicals C – Materials and performance C/P – Communications P 29 What did pilot teachers say? “It’s what I feel I should be teaching.” “Our Year 11 students are feeling increasingly positive about science.” “The most stimulating, exciting and rewarding time I have experienced in teaching.” “The coursework is different, but students enjoy it. Once you’ve got your head round it it’s great not to be doing Sc1!” “The greatest challenge has been extracting the most appropriate activities from all those offered – it’s great when somebody prepares lots of materials for you to teach!” 30 ICT resources Integrated ICT resources – scheme of work – video clips – animations – PowerPoint slides 31 Support From University of York Science Education Group and the Nuffield Curriculum Centre – Someone at the end of the telephone / email – Website School clusters – and Regional Support Officers Training – Residential and one-day sessions 32 Websites General information: www.21stcenturyscience.org Publications from OUP: www.twentyfirstcenturyscience.org Specifications, assessment and training: www.ocr.org.uk 33 C21 Project contacts Contact at York: C21 Project administrator: Geraldine Collins [email protected] Contact at Nuffield: Sarah Codrington [email protected] 34