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Towards a more authentic science curriculum: The contribution of out-of-school learning

Braund, M; Reiss, M; (2006) Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education , 28 (12) pp. 1373-1388. 10.1080/09500690500498419. Green open access

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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 past 100 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.

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
DOI: 10.1080/09500690500498419
UCL classification: 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/1490585
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