Autumn 2010 promises to be an interesting time for University-level science courses in the UK. Although many colleagues around the country are presently unaware of the fact, students joining their degree programmes in October may arrive with very different background training in science compared with previous generations.
In 2006, major reforms of GCSE Science courses were introduced in England and Wales. The motivation for the changes stemmed from a fundamental question about the purpose of school science. At risk of gross oversimplification, the history of these developments goes something like this.
When I were a lad
Back in the old days (add “good” only if you feel this is appropriate) pupils were offered a range of O Level choices and they could elect to pick three, two, one or even no science courses depending on what they wanted. Science was not therefore a ‘core’ part of everyone’s post-14 education – it was taken by those who had an interest in the topic, a substantial portion of whom might well go on to study science at a higher level too. The curriculum reflected this and might be considered as the first rung leading towards a science career, it was “science education for the proto-scientist”. Continue reading