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38 – Challenges and Implications in Introducing Social and Ethical Issues into the Science Curriculum
| Content Provider | Semantic Scholar |
|---|---|
| Author | Payne, Valerie J. |
| Copyright Year | 1987 |
| Abstract | The teaching of science in its social context is demanding our attention increasingly, both nationally and internationally. However, in the first flood of enthusiasm it is easy to lose sight of our educational aims and processes. We need to be clear in our own minds about our motives for adopting this broader approach and the challenge it will present to us and our current teaching methods. To show the human face of science and its relevance in our classroom teaching is a praiseworthy aim but, however welcome, for many science teachers this will involve a change of style from convergent methods to the more divergent methods characteristic of Arts subjects. The skills one uses as a citizen in the outside world do not necessarily transfer directly into the classroom. As science teachers we will need strategies and skills for dealing with discussion on controversial issues; as "Society teachers" we will need strategies and skills for dealing with scientific data, evidence and prediction. For each of us there will be the need to combine the "softness" of feelings with the "hardness" of scientific knowledge. One teacher favouring this broader approach has said: |
| Starting Page | 199 |
| Ending Page | 202 |
| Page Count | 4 |
| File Format | PDF HTM / HTML |
| DOI | 10.1016/B978-0-08-033947-4.50049-4 |
| Alternate Webpage(s) | http://www.sciencedirect.com/science?_cdi=302160&_eid=3-s2.0-B9780080339474500494&_fmt=abst&_imagekey=3-s2.0-B9780080339474500494-main.pdf&_isbn=9780080339474&_ob=PdfExcerptURL&_orig=PublicationURL&_piikey=B9780080339474500494&_user=12975512&_zone=rslt_list_item&ie=/excerpt.pdf&md5=d38afdf09dbd231dae6017e41a1902b6 |
| Alternate Webpage(s) | https://doi.org/10.1016/B978-0-08-033947-4.50049-4 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
