Secondary science teaching in England: a view from the outside
Issue 334 | Page 119 | Published Sep 2009
Description
In some parts of the world governments are attempting to reform educational systems that are considered 'traditional', by encouraging teaching approaches that are considered more 'progressive'. In Turkey, reforming science education is a high priority and is centred upon introducing 'constructivist' approaches. Turkish educationalists are encouraged to draw upon the experience of what are considered more 'progressive' education systems, such as those in the UK. The experiences of one Turkish science educator sponsored to spend time in England suggests that (a) science teaching in England shows only a partial adoption of the progressive teaching approaches sought in Turkey, and that (b) bringing about even such incomplete shifts in Turkish science education could be a slow process requiring extensive investment in both teacher education and school resources.
More from this issue
It is commonly accepted that practical work is an essential part of studying science. It is universally accepted that it can help to develop both...
A case study is presented in which a group of secondary school students took on a task in which they had to design and implement a method to...
Most students in the UK follow a broad, balanced science education which involves studying it as an integrated subject leading to two grades in...