Braund, Martin;
Reiss, Michael;
(2006)
Towards a more authentic science curriculum: the contribution of out-of-school learning.
International Journal of Science Education
, 28
(12)
pp. 1373-1388.
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Abstract
In many developed countries of the world, pupil attitudes to school science decline progressively across the age range of secondary schooling while fewer students are choosing to study science at higher levels and as a career. Responses to these developments have included proposals to reform the curriculum, pedagogy and the nature of pupil discussion in science lessons. We support such changes but argue that far greater use needs to be made of out-of-school sites in the teaching of science. Such usage will result in a school science education that is more valid and more motivating. We present an „evolutionary model? of science teaching that looks at where learning and teaching take place, and draws together thinking about the history of science and developments in the nature of learning over the last hundred years or so. Our contention is that laboratory-based school science teaching needs to be complemented by out-ofschool science learning that draws on the actual world (e.g. through fieldtrips), the presented world (e.g. in science centres, botanic gardens, zoos and science museums) and the virtual worlds that are increasingly available through information technologies.
| Type: | Article |
|---|---|
| Title: | Towards a more authentic science curriculum: the contribution of out-of-school learning |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | a. Science education. b. A conceptual analysis of the potential contribution of out-of-school learning to science education. c. We present an ‘evolutionary model’ of science teaching that looks at where learning and teaching take place, and draws together thinking about the history of science and developments in the nature of learning over the last hundred years or so. Our contention is that laboratory-based school science teaching needs to be complemented by out-of-school science learning that draws on the actual world (e.g. through fieldtrips), the presented world (e.g. in science centres, botanic gardens, zoos and science museums) and the virtual worlds that are increasingly available through information technologies. d. The journal's editor, Professor John GIlbert, when he accepted the paper wrote "You have done what nobody else has achieved in the last 2 years: get accepted on first submission." e. A synthesis, critique and re-evaluation of the field. f. Standard refereeing for an academic journal. g. Both authors contributed equally to all phases of the work. This is an electronic version of an article published in Braund, Martin and Reiss, Michael (2006) Towards a more authentic science curriculum: the contribution of out-of-school learning. International Journal of Science Education, 28 (12). pp. 1373-1388. International Journal of Science Education is available online at: http://www.informaworld.com/10.1080/09500690500498419 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10000454 |
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