How Relevant are Primary Science Schemes of Work?
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Lynn D. Newton [1] ; Douglas P. Newton [1]
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[1] University of Newcastle-Upon-Tyne
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 28, Nº 1, 1991, págs. 43-54
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
One of the DES principles of quality in science education is relevance. The notion of relevance is ambiguous and confusing. In primary schools, non‐specialist teachers and current teaching methods are likely to need good textual material. The pictures and text of 11 sets of primary/ middle school science textual materials were analysed to assess what provision had been made for showing explicitly the relevance of science to people. In general, there was little indication of such provision. The small amount of provision that was made suggested that primary texts tended to ape secondary school science texts in relating science to society, rather than to individuals. This may not be relevant to young children. Primary teachers need to be aware of the shortcomings of such materials and supplement or modify them as necessary. In‐service courses may be needed to develop this capacity.
