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Students 'Bored with Exam-Led Science Courses' By Dominic Hayes, Education Correspondent, PA News Sun 23 Nov 2003 Teenagers want to debate controversial issues such as human cloning in GCSE science lessons, not just learn facts by rote, a survey showed today. Most pupils who took the most common GCSE science course said it did not make them feel eager to learn more about the world – a finding dubbed “disheartening” by the National Endowment for Science, Technology and the Arts. The vast majority believed exams dictated what they learned in GCSE science – many branded the subject boring while some even called it “scary”. The poll was devised by pupils themselves in collaboration with the Science Museum, the Government’s Planet Science initiative and London University’s Institute of Education. A total of 1,493 children aged 14 to 19 took part between 2001 and 2003 with 64% from private schools in England and the rest from the state sector. The survey showed that 57% wanted lessons to include discussion of the ethics and philosophy of science, for example when considering animal testing, and only 15% said it would make the subject less attractive. NESTA, which published the survey’s main findings, said responses to the question about the sort of facts pupils had to learn “flooded in”. A spokeswoman for exams watchdog the Qualifications and Curriculum Authority said: “Science offers pupils lots of opportunities to study exciting topical issues like GM foods, cloning and space. “A new GCSE is currently being piloted which is designed to increase students’ scientific literacy so they have a better understanding of the science that really matters in everyday life.” Derek Bell, chief executive of the Association for Science Education, said: “There are things from the students’ perspective that don’t feel right. “I think that, generally speaking, these are acknowledged by science teachers.” The piloting of the so-called Science in the 21st Century GCSE should produce a new version of the qualification for general use by 2006, he said. But in the meantime, teachers could use the existing curriculum to explore things like GM crops, which required pupils learn about genetics and ecology as they needed that scientific knowledge to underpin the ethical debate, said Dr Bell. NESTA deputy chief executive Janet Morrison said: “Obviously we know and the DfES (Department for Education and Skills) know a great deal needs to be done urgently to reverse the findings in this review. “The improvements suggested by the respondents can be achieved and the types of projects NESTA supports under its Learning Programme can go some way in allowing this to happen. “What comes through loud and clear in this review is that students have an articulate voice about their learning experiences, and we, the adults should listen and learn ourselves. “There is currently a crucial debate about scientific issues, like human stem-cell research, so if we are not engaging with young people now we will not be engaging with them in other future debates.” SOURCE: The Scotsman, UK http://www.news.scotsman.com/latest.cfm?id=2211314 * * * ---------------------------------------------------------------------- To sign-off Parkinsn send a message to: mailto:[log in to unmask] In the body of the message put: signoff parkinsn