Three years ago, I posted about some disturbing trends in UK science education:
Instead of learning science, pupils will “learn about the way science and scientists work within society”. They will “develop their ability to relate their understanding of science to their own and others’ decisions about lifestyles”, the QCA said. They will be taught to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the “social, economic and environmental effects of such decisions”.
They will learn to “question scientific information or ideas” and be taught that “uncertainties in scientific knowledge and ideas change over time”, and “there are some questions that science cannot answer, and some that science cannot address”. Science content of the curriculum will be kept “lite”. Under “energy and electricity”, pupils will be taught that “energy transfers can be measured and their efficiency calculated, which is important in considering the economic costs and environmental effects of energy use”. (The above is from John Clare’s article in the Telegraph.)
A couple of days ago, the Telegraph had an article about the Government’s new national science test and the unbelievably simplistic questions it contains. For example:
In a multiple choice question, teenagers were asked why electric wires are made from copper. The four possible answers were that copper was brown, was not magnetic, conducted electricity, or that it conducted heat.
This question can of course be answered without knowing anything at all about either electricity or copper. Demonstration: