From Aspiration to Action: A Learning Intentions Model to Promote Critical Engagement with Science in the Print-Based Media

Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media could play an important role in promoting informed participation in the public debate about issues relating to science, technology and society. Evidence based guidance about the practice and pattern of use of science-based media in the classroom is limited. This study sought to identify learning intentions that teachers believe ought to underpin the development of programmes of study designed to achieve this end-result. Teachers views of knowledge, skills and attitudes required to engage critically with science-based news served as a basis for this study. Teachers developed a pedagogical model by selecting appropriate statements of learning intentions, grouping these into coherent and manageable themes and coding them according to perceived level of difficulty. The model is largely compatible with current curricular provision in the UK, highlights opportunities for interdisciplinary collaboration and illustrates the developmental nature of the topic.

Exeter-Hall Science and Evangelical Rhetoric in Mid-Victorian Britain

In the early and mid-Victorian period public pronouncements by evangelicals were often described as the antithesis of rational speech. The voice of science, on the other hand, was routinely equated with the voice of reason. This disparity was particularly clear in satirical and critical commentary about the platform rhetoric associated with London’s Exeter Hall, a key meeting place for evangelicals and a metonym for evangelical expressions of Christian belief. It was against this backdrop that the fledgling Young Men’s Christian Association inaugurated a popular series of lectures in 1845. Held in Exeter Hall from 1848, the series ran until 1865 and proved to be immensely popular. By investigating the ways in which the promotion of science was combined with religious exhortation in the YMCA lectures, this paper examines how evangelicals positioned themselves with respect to the growing cultural authority of science. The paper also argues that these efforts were indelibly marked by the Hall and the communicative medium in which they were made. As such, the paper sheds light on the significance of platform culture within and beyond evangelicalism and on the importance of venue and audience in understanding science and religion relations in an age of lecturing.

Children making sense of science

Abstract This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.