The future of the United Kingdom lies in knowledge. But our ability to generate new knowledge and use it innovatively depends upon having a scientifically literate population. And although people learn throughout their lives, good science education in schools is a vital preparation for scientific literacy in later life. But despite its importance, science education in schools is threatened from a number of directions, not least by a shortage of well-qualified science teachers.
This Report, the third Commentary from the Teaching and Learning Research Programme, is published during National Science Week 2006 to set out what we know about improving science education in schools. It points to research evidence on key factors such as the recruitment, development and retention of science teachers, the communication of key scientific ideas, the use of assessment to help learning, and the value of science learning outside school. It makes solid, evidence-informed proposals for improving UK science education.
The future of the United Kingdom lies in knowledge. But our ability to generate new knowledge and use it innovatively depends upon having a scientifically literate population. And although people learn throughout their lives, good science education in schools is a vital preparation for scientific literacy in later life. But despite its importance, science education in schools is threatened from a number of directions, not least by a shortage of well-qualified science teachers.This Report, the third Commentary from the Teaching and Learning Research Programme, is published during National Science Week 2006 to set out what we know about improving science education in schools. It points to research evidence on key factors such as the recruitment, development and retention of science teachers, the communication of key scientific ideas, the use of assessment to help learning, and the value of science learning outside school. It makes solid, evidence-informed proposals for improving UK science education.
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