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Reforming school science education in the light of pupil views and the boundaries of science

By Michael Reiss


The science education provided in schools is still a narrow version which generally gives pupils only a partial understanding of either the scope of science or its achievements. Yet consideration of what most pupils want and of the boundaries of science argues for a richer science curriculum. Such a move makes intellectual sense and is feasible. It should lead to science teaching being more satisfying for pupils and science teachers alike

Year: 2002
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