Why has the theme of ‘How Science Works’ been introduced into the English National Curriculum?
Science education introduces people not only to ‘what we know’ but also to ‘how we know’. The relative importance of these two strands has varied over time. A decisive moment in the lead up to the new programme of study for Key stage 4 was the publication of the Beyond 2000 report in 1998. This report was the outcome of a seminar series and consensus-building exercise that led to the conclusion that the priority for compulsory science for all up to the age of 16 should be the development of scientific literacy. The report presented the case that a course to develop scientific literacy should not only teach young people about some of the major scientific theories (what we know) but also give them the tools to engage critically with reports about scientific issues based on an appreciation of how scientists collect reliable data and come up with explanations to account for the data (how we know). QCA has translated this second aspect into ‘how science works’ which not only covers the meth
Related Questions
- Ive heard that the Government has introduced a new National Curriculum for babies and toddlers. What does this mean for childminders?
- Why has the theme of ‘How Science Works’ been introduced into the English National Curriculum?
- What specific elements should be included at each stage of the English National Curriculum?
