Changes in Science Education
Changes in Science Education

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Changes in Science Education


Note: the websites listed below were last accessed in July 2003.
Alters, B. J. (1997) ‘Whose Nature of Science?’, Journal of Research in Science Teaching, 43 (1), pp. 39–55.
Amos, S. and Boohan, R. (2002) Aspects of teaching secondary science: perspectives on practice, London, RoutledgeFalmer/Milton Keynes, The Open University.
Bauer, H. H. (1992) Scientific literacy and the myth of the scientific method, Urbana, IL, University of Illinois Press.
Chapman, B. (1991) ‘The overselling of science education in the 1980s’, School Science Review, 72 (260), pp. 47–63.
Claxton, G. (1991) Educating the enquiring mind: The challenge for school science, Hemel Hempstead, Harvester Wheatsheaf.
Claxton, G. (1997) ‘Science of the times; a 2002 vision of education’, in Levinson, R. and Thomas, J. (eds), Science Today; problem or crisis?, pp. 71–86, London, Routledge.
Coles, M. (1997) ‘Science education – vocational and general approaches’, School Science Review, 79 (286).
Collins, H. (2000) ‘On Beyond 2000’, Studies in Science Education, 35, pp. 169–173.
Collins, S., Osborne, J., Ratcliffe, M., Millar, R. and Duschl, R. (2001) What ‘ideas-about-science’ should be taught in school science? A Delphi study of the ‘expert’ community, paper presented at the Annual Conference of the National Association for Research in Science Teaching, March 26–29, St Louis, MO.
CMEC [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (1995)
Delamont, S., Beynon, J. and Atkinson, P. (1988) ‘In the beginning was the Bunsen: the foundations of secondary school science’, Qualitative Studies in Education, 1 (4), pp. 315–28.
DES (1985) Science 5–16: a Statement of Policy, London, HMSO.
DfES (2000) National Curriculum for Science, London.
DfES (2001) Key skills home page
DfES secondary science
Donnelly, J. (2001) ‘Contested terrain or unified project? “The nature of science” in the National Curriculum for England and Wales’, International Journal of Science Education, 23, no. 2, pp. 181–195.
Driver, R. (1983) The Pupil as Scientist?, Milton Keynes, The Open University.
French, S. (2000) ‘A response to Beyond 2002’, Studies in Science Education, 35, pp. 181–185.
Gamble, R., Davey, A., Gott, R. and Welford, G. (1985) Science at Age 15, Assessment of Performance Unit, Science Report for Teachers, 5, DES/WO/DENI.
Harlen, W. (ed.) (1985) Primary Science: Taking the Plunge, London, Heinemann.
Jelly, S. (1985) ‘Helping children raise questions – and answering them’, in W. Harlen (ed.), Primary Science: Taking the Plunge, London, Heinemann.
House of Commons (2002), Science Education for 14 to 19, Volume 1: Report and Proceedings of the Science and Technology Committee (HC 508-I), London, The Stationary Office Limited.
Jenkins, E. (1987) ‘Philosophical flaws’, Times Educational Supplement, 2 Jan.
Kirschner, P. A. and Meester, M. A. M. (1988) ‘The laboratory in higher science education: problems, premises and objectives’, Higher Education, 17 (1), pp. 81–98.
Laws, P. M. (1996) ‘Undergraduate Science Education: A Review of Research’, Studies in Science Education, 28, pp. 1–85.
Levinson, R. and Reiss, M. J. (2003) (eds) Key Issues in Bioethics; a guide for teachers, London, RoutledgeFalmer.
Medawar, P. B. (1967) The Art of the Possible, London, Methuen.
Millar, R. (1997) ‘Science education for democracy; what can the school curriculum achieve?’, in Levinson, R. and Thomas, J. (eds) Science Today; problem or crisis?, pp. 87–101, London, Routledge.
Millar, R. (2000) ‘Science for Public Understanding; developing a new course for 16–18 year olds’, in Cross, R. T and Fensham, P. J. (eds) Science and the Citizen, special issue of Melbourne Studies in Education, 41 (2), pp. 133–144.
Millar, R. (2002) ‘Towards a science curriculum for public understanding’, in Sandra Amos and Richard Boohan (eds) Teaching Science in Secondary Schools: a Reader, pp. 112–128, London, Routledge.
Millar, R. and Wynne, B. (1988) ‘Public understanding of science: from contents to processes’, International Journal of Science Education, 10 (4), pp. 201–214.
Millar, R., Leach, J. and Osborne, J. (2000) Improving Science Education; the contribution of research, Milton Keynes, The Open University.
Miller, J. (1983) ‘Scientific literacy; a conceptual and empirical review’, Daedalus, 112 (2), pp. 29–48.
Murphy, P. and Scanlon, E. (1994) ‘Perceptions of process and content in the science curriculum’, in J. Bourne (ed.) Thinking Through Primary Practice, London, Routledge.
Nott, M. and Wellington, J. (1999) ‘The state we're in: issues in Key Stage 3 and 4 Science’, School Science Review, 81 (294), pp. 13–18.
Osborne, J., Duschl, R. and Fairbrother, R. (2002) Breaking the mould; teaching science for public understanding, STEU seminar paper, The Nuffield Foundation.
Ryder, J. (2001) ‘Identifying science understanding for functional scientific literacy’, Studies in Science Education, 36, pp. 1–44.
Smithers, A. and Tracey, L. (2003) Teacher Qualifications, London, Sutton Trust.
Solomon, J. (1991) ‘Teaching about the Nature of Science in the British National Curriculum’, Science Education, 75 (1), pp. 95–103.
Solomon, J. and Thomas, J. (1999) ‘Science education for the Public Understanding of Science’, Studies in Science Education, 33, pp. 61–90.
Summerfield, S. (2002) ‘Problem-based Learning Case Studies for Analytical and Applied Chemistry’, Report of LTSN Physical Science Professional Development Workshops, ltsnpsc/ workshop/ reports/ pblchem.htm
Thomas, J. (1997) ‘Informed ambivalence’, in Levinson, R. and Thomas, J. (eds) Science Today; problem or crisis?, pp. 163–172, London, Routledge.
Thomas, J. (2000) ‘Using current controversies in the classroom: opportunities and concerns’, in Cross, R. T. and Fensham, P. J. (eds) Science and the Citizen, special issue of Melbourne Studies in Education, 41 (2), pp. 133–144.
Tyler, R., Duggan, S. and Gott, R. (2001) ‘Public participation in an environmental dispute: implications for science education’, Public Understanding of Science, 10, pp. 343–364.
TIMSS (1997) Third International Mathematics and Science Study, Slough, NFER.
Turney, J. (2002) Valuable lessons stakeholder conference, report and proposals for action from meeting in December 2001, London, The Wellcome Trust.
Wellington, J. (2000) Teaching and Learning Secondary Science, London, Routledge.
Vinen, W. F. (2000) ‘Science, or science appreciation?’, Studies in Science Education, 35, pp. 174–180.
Williams, R. J. P. (1991) ‘Science in universities: teaching, research and autonomy’, Studies in Higher Education, 16 (1), pp. 15–22.
Woolnough, B. and Allsop, T. (1985) Practical Work in Science, Cambridge, Cambridge University Press.
Woolnough, B. E. (ed.) (1991) Practical Science, Milton Keynes, The Open University.
Wynne, B. (1996) ‘Misunderstood misunderstandings: social identities and public uptake of science’, in Irwin, A. and Wynne, B. (eds) Misunderstanding Science?, Cambridge, Cambridge University Press.

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