![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
This article develops the argument that students of science in the UK are currently given inadequate opportunity to both critically appraise competing theories and imaginatively construct their own. Support for this idea comes from a comparison of science with music. Both contemporary science and music are the result of an historical development and both involve the production of novelty. Music in the National Curriculum provides students with opportunities to develop their listening and appraising as well as their performance and compositional skills. The parallels between music and science show ways in which music in the National Curriculum can inform changes to science in the National Curriculum in order to provide more opportunities for students to theorise and evaluate competing theories