Truth in Science

Truth in Science

WJEC New GCSE Science Suite (Biology)

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Rationale

The specification within this suite are based on an approach which is practically based, emphasising the role of experimentation in ascertaining the validity of knowledge. The specifications have an emphasis on:

a. evaluating evidence and the implications for society

b. explaining, theorising and modelling in science


2 Aims:


The specifications give students opportunities to...

  • develop a critical approach to scientific evidence and methods;
  • acquire and apply skills, knowledge and understanding of how science works and its essential role in society;

TiS: We welcome this emphasis on a critical approach to scientific evidence, and hope it will be applied to theories of origins.

The spiritual, moral, ethical and cultural dimension


The specification provides a framework and includes specific content through which individual courses may address spiritual, moral, ethical, social and cultural issues. It aims to provide a stimulus for students to develop an understanding of the usefulness and limitation of scientific method and so appreciate its applicability in everyday life. An examination of scientific and contemporary issues is therefore an integral part of the course.

Contexts are provided to give the opportunity to:

  • encourage candidates to discern, consider and discuss questions relating to the origin of the universe, the meaning of life, the nature of humanity and concepts such as infinity, proof, truth and certainty;
  • consider scientific interpretations of the structures and development of the modern world.
  • consider ethical, cultural and social issues resulting from scientific interpretations and advances in knowledge.
Sensitive Issues

It should also be noted that some aspects of the specification may raise contentious issues e.g. evolution, which should be treated with understanding.


TiS: Darwinism holds many implications for the contexts provided above, which is why alternatives to Darwinism should be presented in any balanced discussion. Questions relating to the origin of the universe and the meaning of life are frequently informed by a pupil's worldview: whether it is Theism, Deism, Agnosticism or Atheism.

When teaching this section, teachers should be careful not to present an over-simplistic view of 'science' versus 'religion'. All scientists have a religious commitment of one kind or another, which affects their approach to scientific evidence.

Biology

2. VARIATION

  • (c) understand that new genes result from changes, mutations, in existing genes and that mutations occur naturally at random. Mutations may be beneficial or harmful and are increased by exposure to radiation.

3. EVOLUTION


Do species change over time?
What is natural selection?
How does evolution work?
Is evolution still going on?

Candidates should:

(a) examine evidence and interpret data about how organisms and species have changed over time. Suggest reasons why species may become extinct.

(b) consider how individuals with characteristics adapted to their environment are more likely to survive and breed successfully. Consider the uses and limitations of modelling to illustrate the effect of camouflage colouring in prey and predator relationships.
(c) The genes which have enabled these individuals to survive are then passed on to the next generation. This is natural selection.

(d) consider the process of data collection, creative interpretation and deduction that lead Charles Darwin to propose the theory of evolution. Discuss the controversy surrounding the acceptance of the theory. Discuss evidence that evolution is ongoing such as data on Warfarin resistance in rats.

TiS: We welcome analysis of evidence for evolution and hope that teachers may be able to give a fair and balanced presentation of the evidence. We particularly welcome the instruction that teachers should "Discuss the controversy surrounding the acceptance of the theory". Aspects of Darwin's theory are not accepted by many people today, for good scientific reasons. Pupils need to understand why this is.

Exemplification of Key Skills


C2.2


Read and summarise information from two documents about the same subject. Each document must be a minimum of 500 words long.

Notes or annotations of different sources relating to a scientific topic e.g. fossil record as evidence for evolution...
TiS: We welcome this suggestion that pupils should read two documents with contrasting views on the fossil record. See our essay on the fossil record for more information.




 
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