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Reforming school science education in the light of pupil views and the boundaries of science

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. Green open access

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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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