‘I’m sad that it is gone’: A case study of teachers’ views on teaching the nature of science at key stage 4

TY - JOUR

T1 - ‘I’m sad that it is gone’

T2 - A case study of teachers’ views on teaching the nature of science at key stage 4

AU - Brock, Richard

AU - Taber, Keith S.

PY - 2019/6

Y1 - 2019/6

N2 - The current climate, in which some politicians reject widely-accepted scientific claims, suggests that teaching the nature of science should be a significant aspect of science education. This case study, of six English secondary teachers in a single science department, reports their concerns about the marginalised role of the nature of science in the key stage 4 curriculum (i.e., for 14-16 year olds). The teachers’ comments suggest that curriculum statements related to the nature of science can be interpreted in different ways and, therefore, more guidance is required to support teachers’ understanding of areas of consensus and controversy in the nature of science.

AB - The current climate, in which some politicians reject widely-accepted scientific claims, suggests that teaching the nature of science should be a significant aspect of science education. This case study, of six English secondary teachers in a single science department, reports their concerns about the marginalised role of the nature of science in the key stage 4 curriculum (i.e., for 14-16 year olds). The teachers’ comments suggest that curriculum statements related to the nature of science can be interpreted in different ways and, therefore, more guidance is required to support teachers’ understanding of areas of consensus and controversy in the nature of science.

KW - Nature of Science

KW - Secondary Science

KW - Curriculum Change

M3 - Article

SN - 0036-6811

VL - 100

SP - 29

EP - 34

JO - SCHOOL SCIENCE REVIEW

JF - SCHOOL SCIENCE REVIEW

IS - 373

ER -