Truth in Science

Truth in Science
National Curriculum PDF Print E-mail
The Department of Education website carries the following announcement:
Rt Hon Michael Gove MP, Secretary of State for Education, has announced a review of the primary and secondary National Curriculum in England. The National Curriculum was originally intended as a guide for study in key subjects which would give parents and teachers confidence that students were acquiring the knowledge necessary at every level of study to make appropriate progress. As it has developed, the National Curriculum has come to cover more subjects, prescribe more outcomes and take up more school time than originally intended. We want to hear your opinions and evidence about the National Curriculum and start a debate about what is taught in our schools. By answering the questions in the Call for Evidence you can give your input to the discussion at this early stage.
The closing date for this opportunity is 14th April 2011 and Truth in Science would encourage all those interested in what is being taught in our schools to answer the online questions and enter the debate. You can access the website here.

 

Image

Does the National Curriculum allow teaching of alternatives to Darwinian Evolution?

The National Curriculum provides the framework of what should be taught in a particular subject. It does not state how subjects should be taught and schools are free to add additional material. It is a minimum standard and therefore topics which it does not mention may also be taught. Science is a core subject of the National Curriculum throughout every stage and a new programme is now in process of being implemented. This programme for Key Stage 3, the foundation for Key Stage 4 and beyond, describes the importance of science:
The study of science fires pupils' curiosity about the phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking practical experience with scientific ideas …encouraging critical and creative thought.
One of the key concepts (1.1 Scientific Thinking) encourages pupils to to use scientific ideas and models to explain phenomena and test theories, we have the statement that:
Science is not yet able to explain all phenomena but the process of developing new scientific understanding constantly generates new and sometimes conflicting evidence. This in turn gives rise to new explanations and ideas.
Key Stage 4 has a new emphasis on how science works, its place in society, and how theories change over time. Therefore the new GCSE programme will provide opportunities to critically evaluate the theory of evolution and consider alternatives in science lessons. The new programme of study is much shorter than the old one in all areas. The sections that are relevant to teaching the controversy over origins read as follows:

How science works

Data, evidence, theories and explanations


1 Pupils should be taught:
a how scientific data can be collected and analysed
b how interpretation of data, using creative thought, provides evidence to test ideas and develop theories
c how explanations of many phenomena can be developed using scientific theories, models and ideas
d that there are some questions that science cannot currently answer, and some that science cannot address.

Applications and implications of science


c how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes.

Breadth of study

Organisms and health


5 In their study of science, the following should be covered:
a organisms are interdependent and adapted to their environments
b variation within species can lead to evolutionary changes and similarities and differences between species can be measured and classified

The Edexcel examination board interprets ‘How Science Works’ in the following way:

'How science works' is primarily about helping students to engage with and challenge the science they meet in everyday life. Students need to adopt a critical, questioning frame of mind, going 'behind the scenes' to understand the workings of science and how it impacts on society and their lives. It will help students to: 

- identify questions that science can, and cannot, address and how scientists look for the answers

- evaluate scientific claims by judging the reliability and validity of the evidence appropriately

- question the scientific reports they see in the media and communicate their own findings, consider scientific findings in a wider context recognising their tentative nature

- make informed judgements about science and technology, including any ethical issues that may arise.

The specification highlights a range of contemporary and historical science contexts through which to explore how science works. Students need, also, to build on their own experience - planning, carrying out and reflecting on their own scientific investigations.
 

Quote

Speculations on the chemical origins of life are almost universally covered in school curricula under ‘Evolution’, despite the questionable relevance of the topic for evolution, and its rather uncertain scientific basis.

Moore, A. (2008) Nature 453:31-32

Extras

Syndicate (updates)

All All News News

Latest News