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The paper begins by questioning both the content and method of teaching of much science. Formal school science is discussed in relation to primary schools, secondary schools and teacher training. A brief outline of the state of teaching science in England is given and is followed by a plea to consider interrelating mathematics and science whenever possible.
Emphasis is placed on treating the learner as a young investigator with quotations from the experience of Z. A. Matsela from Lesotho. Medawar's views on the simplicity of scientific conception are discussed and primary science, it is suggested, is full of richly rewarding learning situations.
Problems of balance in the secondary curriculum and assessment matters are discussed and the Commonwealth Association for Science, Technology and Mathematics Education Annual Award scheme is suggested as a way of developing good science teaching.
External aids to popularizing science include use of the immediate surroundings, museums, and science fairs, and possible links with industry, commerce, and agriculture are mentioned. In the area of teachers’ training there is a need for radical rethinking of ways and means with a greater emphasis on children's thought processes and scientific understanding.
† This is a lead paper given at a Commonwealth Africa Regional Workshop on the Popularizing of Science attended by science educators and by journalists concerned with science reporting. 16 April 1985, Lusaka, Zambia.
Notes
† This is a lead paper given at a Commonwealth Africa Regional Workshop on the Popularizing of Science attended by science educators and by journalists concerned with science reporting. 16 April 1985, Lusaka, Zambia.