Reiss, M;
(2002)
Reforming school science education in the light of pupil views and the boundaries of science.
School Science Review
, 84
(307)
pp. 71-77.
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Abstract
The science education provided in schools is still a narrow version which generally gives pupils only a partial understanding of either the scope of science or its achievements. Yet consideration of what most pupils want and of the boundaries of science argues for a richer science curriculum. Such a move makes intellectual sense and is feasible. It should lead to science teaching being more satisfying for pupils and science teachers alike.
| Type: | Article |
|---|---|
| Title: | Reforming school science education in the light of pupil views and the boundaries of science |
| Open access status: | An open access version is available from UCL Discovery |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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/10024191 |
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