Science

Science is a discipline which never keeps still, constantly changing and evolving. It’s a bit like education really and so science education has got to move with the times and with our increasing knowledge of how kids learn best.
At ISBerne we took two recent ideas of science education and, not feeling that either of them was really quite perfect, we blended our own!

Some researchers feel that science education can be defined in terms of ‘Scientific capability’ (Scottish Consultative Council on Curriculum (1998)).

  • Scientific curiosity – an enquiring habit of mind.
  • Scientific competence – ability to investigate scientifically.
  • Scientific understanding – understanding of scientific ideas and the way science works.
  • Scientific creativity – ability to think and act creatively.
  • Scientific sensitivity – critical awareness of the role of science in society, combined with a caring and responsible disposition.

…other researchers redefined science education as ‘Critical Scientific Literacy’ Derek Hodson of Ontario (Institute for Education, Toronto University (2000)).

  • Learning science – acquiring and developing conceptual and theoretical knowledge.
  • earning about science – developing an understanding of the nature and methods of science, an appreciation of its history and development and an awareness of the complex interactions among science, technology, society and environment.
  • Doing science – engaging in and developing expertise in scientific inquiry and problem-solving.

But neither quite captures how we are working and developing at ISBerne which we proudly call…

ISBerne Critical Scientific Capability

  • Maintaining the natural interest of students in science – finding ways that nurture and maintain student’s natural curiosity, enquiring habit of mind, and the child-like creativity Einstein spoke of.
  • Acquiring a critical working knowledge of models and concepts in science – developing student’s understanding of ideas, models and concepts in science, or the knowledge we have so far.
  • Acquiring a practical and technological scientific capability – developing student’s ability to design and perform investigations both practically using a wide range of classical and modern technology and theoretically – through thought experiments.
  • Acquiring a critical scientific intellect and responsibility – developing student’s understanding of the nature of science, it’s nature and place in historical and modern times and, in the context of this, appreciating the role of science in society and as an interface with our environment.
  • Acquiring the communication skills to show what we know -proactively developing student’s skills and abilities in communication with science as the topic and, of course, being able to pass exams!

 


[Contact Us – it only takes a minute to say “Hello”! If you have a question or would like any information please click on the ‘Ask Questions’ or ‘Click To Call’ links at the top of this page or click here to fill out the Enquiry form. Alternatively why not call us or email us.]

 


[Contact Us – it only takes a minute to say “Hello”! If you have a question or would like any information please click on the ‘Ask Questions’ or ‘Click To Call’ links at the top of this page or click here to fill out the Enquiry form. Alternatively why not call us or email us.]