Teaching twenty first century science

Hanley, Pam, Osborne, Jonathan and Ratcliffe, Mary (2008) Teaching twenty first century science. School Science Review, 90, (330), 105-112.


Full text not available from this repository.


This evaluation of a pilot GCSE course designed to enhance scientific literacy focuses on teaching ‘how science works’: how it relates to the ‘science explanations’ component and teachers’ and students’ reactions. A combination of research techniques (including observations, interviews and surveys) was used. The overall response was positive, but the findings suggest the need for more resources to promote inter-student collaboration; greater use of interactive techniques to elicit student contributions; and more explicit teaching of how to interpret texts. Professional development is needed through specific courses (e.g. on small group discussion) and collegial support by developing communities to share practice.

Item Type: Article
ISSNs: 0036-6811 (print)
Related URLs:
Keywords: scientific literacy, how science works, science education
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions : University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 63590
Accepted Date and Publication Date:
September 2008Published
Date Deposited: 20 Oct 2008
Last Modified: 31 Mar 2016 12:48
URI: http://eprints.soton.ac.uk/id/eprint/63590

Actions (login required)

View Item View Item