Reiss, MJ;
(2006)
Teacher education and the new biology.
Teaching Education
, 17
(2)
pp. 121-131.
10.1080/10476210600680325.
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Abstract
Recent years have seen a growth not only in biological knowledge but also, and more significantly for teacher education, in the types of knowledge manifested in biology. No longer, therefore, is it adequate for teachers to retain a Mertonian or a Popperian conception of science. Today's teachers of science need also to be able to help their students discuss bioethics and the societal implications of biology, even when these are controversial and contested. Moreover, practical work can no longer be confined to "pure", "safe", and "confined" activities. These are increasingly rejected by students, validly, as boring or irrelevant. Instead, we need to help students undertake a range of activities that help them to develop criticality and the potential for action. While some may see this as an attack on science, I would argue that this attitude is akin to those who once held that religious education (in countries that permit it) should confine itself to "the faith". © 2006 School of Education, University of Queensland.
| Type: | Article |
|---|---|
| Title: | Teacher education and the new biology |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/10476210600680325 |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1557820 |
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