What do Practising Applied Scientists do and What are the Implications for Science Education?

Abstract

If we are to match what is taught in science education with what is needed in employment in science‐based industry, we need to determine what applied scientists actually do in terms of generic science ‘skills’. The pilot study reported here suggests that procedural understanding or the ‘know‐how’ of science is a key issue in employment but one that is not easily identified. When questioned about the science they use in their work, employers and employees tend to refer to traditional science concepts. They find it difficult to make explicit the procedural understanding which our research found was also required in their work. If we accept the notion that procedural understanding has a content which can be taught, then such teaching could make science education more efficient and in the long term had to a more efficient workforce.