Allen, Michael (2011) The place of scientific enquiry in the How Science Works curriculum. In: Toplis, Rob, (ed.) How Science Works: Exploring Effective Pedagogy and Practice. Abingdon, U.K. : Routledge. pp. 44-55.

Abstract

School science curricula attempt to serve a dual purpose. Firstly, science theories are presented for pupils to assimilate; secondly, a ‘scientific attitude’ is encouraged by teaching pupils how to think and act like professional scientists. It is proposed that these two long-established aims, while being on the face of things a sensible way to go about teaching science, sometimes conflict with each other and create considerable problems for pupils. The recently introduced How science works curriculum claims to offer pupils and teachers an authentic version of scientific inquiry, but to what degree, if any, have these problems been addressed?

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