Science Education & Society - EDU00057H

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Module summary

This module looks at the role of science within educational processes, and at the relationships between science, education and society more generally. We will examine the aims and purposes of science education, and explore issues concerning school and university science education, and engagement with science beyond the classroom. We will analyse responses to the challenges facing science education, and possible ways of improving its effectiveness.

 

Module will run

Occurrence	Teaching period
A	Semester 1 2026-27

Module aims

From genetic and reproductive technologies to human spaceflight, or to dealing with the consequences of climate change, science and technology permeate our lives in a variety of ways. Governments see science and technology as central to economic development and national prosperity yet the links between science and corporate interests leave some wary of the products of science. This complex set of influences raises many questions about the relationship between science and society, which have significant implications for formal and informal education. This module looks at the role of science within educational processes, and at the relationships between science, education and society more generally. We will examine the aims and purposes of science education, and explore issues concerning school and university science education, and engagement with science beyond the classroom. We will analyse responses to the challenges facing science education, and possible ways of improving its effectiveness.

 

Module learning outcomes

After completing the module, students will:
• have a better understanding of the arguments for giving science a prominent place in the formal curriculum, and for seeking to promote scientific literacy and public understanding of science
• know how science is included in the national curriculum in England, and some of the influences which have led to this position
• have an understanding of some key issues concerning the image of science among learners, and the response of learners to science
• be able to discuss some of the key issues associated with the teaching and learning of science
• be able to engage critically with a range of sources dealing with formal and informal science education.

Students will be expected to locate and read with understanding a range of written sources. They will gain practice in locating information and publications relevant to a specific topic or issue, extracting key points from articles, identifying arguments and supporting evidence, and comparing and contrasting different viewpoints and conclusions. They will develop their skills of oral and written communication and may be invited to make short presentations to the whole group. Students will also develop their IT skills by accessing and sharing information through the VLE (Yorkshare).

Module content

This module will cover the following key themes:

What is science education for?

Students will make distinctions between science and other disciplines, in particular in terms of how scientific knowledge is created and the role of empirical observation and theory in the furthering of scientific knowledge. We will examine the purpose of science education and look at how the answer to this question shapes our views of what ought to happen in science lessons.

Science around us

Students will examine the pervasive presence of science in our lives, and particularly of cutting- edge science research as represented in the media. We will examine how the relationship between the worlds of science and mass media impact on the general public and review the ways in which the education system can encourage critical engagement with science in the media.

Scientific literacy

Students will examine what is meant by scientific literacy, and different visions of scientific literacy. We will consider the implications of this for what is, and what should be, taught in school science.

Science in informal settings

Students will explore different contexts for science learning, and will consider the role of the informal sector in engagement with science, factors influencing the effectiveness of science education beyond the classroom, and the related evidence.

Learning theory and science

Why is science difficult to learn? Students will examine the contribution that theories of learning can make to answering this question, and different models of instruction, including transmissive and constructivist approaches.

School science

Students will understand the key issues in the teaching of science to young people aged 5-18. We will consider the role of practical work and the debate surrounding process- and content-led approaches. We will examine research on young people’s attitudes towards science, and issues relating to teacher recruitment and retention.

Tertiary science

Key issues relating to the teaching and learning of science at the tertiary level will be introduced, for example in the context of undergraduate courses. We will explore some key research findings related to science education at this educational level, for example those relating to the effectiveness of various instructional approaches.

Widening participation in science

This class we will examine who participates in science and consider what has been done, and what should be done to increase the participation of under-represented groups in learning and/or practicing science.

Indicative assessment

Task	% of module mark
Essay/coursework	100.0

Special assessment rules

None

Indicative reassessment

Task	% of module mark
Essay/coursework	100.0

Module feedback

The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information

Indicative reading

The full reading list is available on EARL. Some indicative reading is provided below.

Braund, M. R. and Reiss, M. J. (1998). Learning science outside the classroom. London: RoutledgeFalmer.

Chalmers, A. F. (1982). What is this thing called Science? Milton Keynes: Open University Press.

Corrigan, D. D., Dillon, J., and Gunstone, R. (2007). The re-emergence of values in science education. Rotterdam: Sense Publishers.

Driver, R. (1986). Students’ thinking and the learning of science: A constructivist view. School Science Review, 67, 443–456.

Haynes, R. (2003). From Alchemy to Artificial Intelligence: Stereotypes of the Scientist in Western Literature. Public Understanding of Science, 12, 243–253. doi:10.1177/0963662503123003

Jenkins, E. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41–57.

Jenkins, E. W. (2010). How might research inform scientific literacy in schools? / Edgar Jenkins. Education in Science., 239, 26–27.

Mortimer, E. F., & Scott, P. (2003). Teaching science, learning science. In Meaning making in secondary science classrooms / Eduardo Mortimer and Phil Scott. (p. x, 141 p.). Maidenhead¿:: Open University Press.

Osborne, J., Dillon, Justin, & Ebrary, Inc. (2010). Good practice in science teaching : What research has to say (2nd ed.). Maidenhead ; New York: Open University Press.

Thomas and Durant. (1987). Why should we promote the public understanding of science? Scientific Literacy Papers: A Journal of Research in Science, Education and Research. Retrieved from https://contentstore.cla.co.uk/secure/link?id=11bf7e23-0110-e811-80cd-005056af4099
Wellington, J. J., & Wellington, J. J. (1989). What is “scientific method” and can it be taught? In Skills and processes in science education¿: a critical analysis / edited by Jerry Wellington. (p. x, 152 p.¿:). London¿;: Routledge.

Carl Wieman. (2007). Why not try a scientific approach to science education? Change, 5.

The following journals are a good source of up-to-date research in science education:

International Journal of Science Education

Journal of Research in Science Teaching

School Science Review

Science Education

Studies in Science Education