Science education, future needs

In the above, I have tried to illustrate the importance of education in creating the interdisciplinary interactions needed to progress chemistry and increase appreciation of its importance in the modern world. More national publicity of all sciences is essential to increase realization of the vitally important role that science will play in the future. More early exposure to the magic of experimentation would help to inspire people to follow a science career. People need to be galvanized to want to learn more. Chemical Process Development is one of the more practical areas of chemistry and, as the thrust of the earlier chapters illustrates, one which particularly requires that practitioners embrace many other disciplines in order to create success in any mission. 

The need to provide for both generalists and specialists is a considerable challenge for advocates of context-based curricula. A recent report (University of York Science Education Group, 2001) advocates a differentiated approach a core science curriculum for all, together with optional additional modules for those who wish to specialise in future. With such an arrangement, core science can be truly context-based and feature the kind of science that students will find useful throughout their lives. The optional modules, while taking a context-based approach where appropriate, are freed of the need to manufacture contrived contexts where these are not appropriate. 

Investment in the development of a chemistry curriculum and teacher education is needed to develop general and domain-specific knowledge and skills in the learners that enables future students to assess and make decisions about chemistry-based processes, technologies and products. All students need to develop corresponding skills irrespective of whether or not they will later embark on a career in science and technology, because all of them will be asked to act as responsible eitizens in the future and to contribute to societal decision-making. ... 

When existing paradigms cease to function adequately—for example, in the exploration of an aspect of nature—substantial change (revolutions) is in order (Kuhn, 1970). Because of the nature of science education as an applied discipline, substantial change may occur at three levels. First, I think that there is a need to revisit the theoretical frameworks we use to understand the world. Second, there is a need to revisit the way in and for which we prepare future science teachers. Third, there is a need to theorize the second issue in ways that lead to change so that it contributes to the production of a more reflexive and equitable society. 

Buck, P., Johnson, P., Fischler, H., Peuckert, J. Seifert, S. (2001). The Need for and the Role of Metacognition in Teaching and Learning the Particle Model. In H. Behrendt, H. Dahncke, R. Duit, W. Grdber, M. Komorek, A. Kross P. Reiska (Eds.), Research in Science Education - Past, Present, and Future. Dordrecht Kluwer Academic Publishers, 225-234. 

The focus of these educational theories influences much our contemporary understanding of the objectives of the chemistry curriculum. Modem curricula for chemistry education emphasize both the learning of scientific theories and knowledge, but also the science-related skills needed for recognising and understanding science in questions about everyday life, for future career choiees, and for decisions which pupils currently have to make on personal and soeietal issues (see Chapter 2). 

The chemical industry is one of the major income generators for Britain, and its products are one of our major exports. It is because the country needs to educate everyone on chemical matters, and also to prepare people on foundation and access courses for future university science courses involving some chemistry that the Royal Society of Chemistry has initiated this and other books. 

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