Publisher's Synopsis
It is widely agreed that learning science is important both as a training for the individual mind and as a necessary resource for life in a technological world. Yet science education continues to intimidate many teachers at the primary level and to disappoint many students at the secondary level. This book argues that the roots of dissatisfaction are to be found in three types of false assumptions that underlie the teaching of science - about the nature of science itself; about young people's learning; and about what constitutes valid, achievable and compatible educational goals. The main conclusions the author draws are, that a new approach to the education and training of science teachers is required; that a focus is needed on the fostering of "straight thinking" in the 11-14 age group; and that a prominent strand of scientific education for the 14-16 age group should consist of an analysis of current scientific controversies.
