Policy studies in science education do not have a particularly high profile. For science teachers... more Policy studies in science education do not have a particularly high profile. For science teachers, policy lurks in the background, somewhat disconnected from their normal classroom practice; for many, it is simply taken-for-granted. This paper analyses policy documents which have emerged from Curriculum for Excellence (CfE) that impact on science education. It does so through the prism of Roberts' (2007) visions and image of science curricula to ask (i) how the stated rationale or vision for the science curriculum is reflected in the published experiences and outcomes (E&Os); (ii) what policy image of science education do these E&Os portray; and (iii) how well do these fit with teachers' current experiences and (evolving?) classroom practices. We argue that there is a disconnection between the stated purposes of Scottish science education and the published E&Os. Pupils' development towards functional scientific literacy cannot be achieved if there is confusion as to the ...
The public controversies associated with biotechnological progress (genetic modification, cloning... more The public controversies associated with biotechnological progress (genetic modification, cloning, and so forth) increasingly impact upon biology teaching in school; teachers find themselves engaged in discussions with pupils on value-laden issues deriving from the social and ethical implications of the ‘new science’. The research described in this paper focused upon the thinking of a sample of 41 biology teachers as they endeavoured to implement the first year of the new Scottish Advanced Higher Biology course and to face the challenges associated with these controversies. Following questionnaire returns, the investigation employed semistructured, in-depth interviews with 10 teachers and, separately, with their 61 pupils (17–18 years of age) and was part of a medium-term to long-term evaluation of a university summer school that had endeavoured to update these teachers on recent biotechnological advances. While teachers were found to be fairly positively disposed to handling discussion of such contentious matters, they were none-too clear as to its precise merits and functions; many lack confidence in handling discussion. The research indicates that much needs to be tackled by way of professional development for science teachers now engaged in dimensions new to science teaching.
This paper offers a critique of existing models of continuing professional development (CPD) cour... more This paper offers a critique of existing models of continuing professional development (CPD) courses for science teachers in the light of recent thinking about the nature of the subject (in particular, the arguments associated with ‘post-normal science’) and the challenges presented by the teaching of controversial socio-scientific issues (especially topics like bio-technology and genetic modification). An analysis of the outcomes and limitations of an ‘up-date/top-down’ kind of CPD is used to argue that future forms of effective CPD must involve teachers in reflecting on the scientific, the social and the pedagogical dimensions to ‘new science’, and the relationships between them in the interests of improved classroom learning.
Policy studies in science education do not have a particularly high profile. For science teachers... more Policy studies in science education do not have a particularly high profile. For science teachers, policy lurks in the background, somewhat disconnected from their normal classroom practice; for many, it is simply taken-for-granted. This paper analyses policy documents which have emerged from Curriculum for Excellence (CfE) that impact on science education. It does so through the prism of Roberts' (2007) visions and image of science curricula to ask (i) how the stated rationale or vision for the science curriculum is reflected in the published experiences and outcomes (E&Os); (ii) what policy image of science education do these E&Os portray; and (iii) how well do these fit with teachers' current experiences and (evolving?) classroom practices. We argue that there is a disconnection between the stated purposes of Scottish science education and the published E&Os. Pupils' development towards functional scientific literacy cannot be achieved if there is confusion as to the ...
The public controversies associated with biotechnological progress (genetic modification, cloning... more The public controversies associated with biotechnological progress (genetic modification, cloning, and so forth) increasingly impact upon biology teaching in school; teachers find themselves engaged in discussions with pupils on value-laden issues deriving from the social and ethical implications of the ‘new science’. The research described in this paper focused upon the thinking of a sample of 41 biology teachers as they endeavoured to implement the first year of the new Scottish Advanced Higher Biology course and to face the challenges associated with these controversies. Following questionnaire returns, the investigation employed semistructured, in-depth interviews with 10 teachers and, separately, with their 61 pupils (17–18 years of age) and was part of a medium-term to long-term evaluation of a university summer school that had endeavoured to update these teachers on recent biotechnological advances. While teachers were found to be fairly positively disposed to handling discussion of such contentious matters, they were none-too clear as to its precise merits and functions; many lack confidence in handling discussion. The research indicates that much needs to be tackled by way of professional development for science teachers now engaged in dimensions new to science teaching.
This paper offers a critique of existing models of continuing professional development (CPD) cour... more This paper offers a critique of existing models of continuing professional development (CPD) courses for science teachers in the light of recent thinking about the nature of the subject (in particular, the arguments associated with ‘post-normal science’) and the challenges presented by the teaching of controversial socio-scientific issues (especially topics like bio-technology and genetic modification). An analysis of the outcomes and limitations of an ‘up-date/top-down’ kind of CPD is used to argue that future forms of effective CPD must involve teachers in reflecting on the scientific, the social and the pedagogical dimensions to ‘new science’, and the relationships between them in the interests of improved classroom learning.
Uploads
Papers by T. Bryce