Science education policy-making: eleven emerging issues; 2008 - OEI

TIMSS tests students in Years 4 and 8 in the curriculum knowledge of science that is
common across the participating countries for these years. PISA (Science) has a different
purpose, namely, providing the educational systems in its participating countries with
information about how well 15 year olds have been prepared for life in the 21st Century
in the domain of Science. The PISA Framework documents make it quite clear that this
project is concerned with a level of learning that involves the transfer of knowledge, that
is, the application of what science is known to new situations of relevance in the today’s
world. (see OECD, 2000, 2003 and 2006).
A somewhat similar distinction between having knowledge of science and being able to
make use of it has been prominent in discussions and studies of the Public Awareness
of Science. Here simply knowing or being able to recall scientific information is referred
to as static or passive knowledge of science. This is contrasted with practical science
knowledge in action, that is, when citizens can actively apply their science knowledge to
the situations in which they find themselves. David Layton contrasted these two levels
of science with the metaphors of the Cathedral of Science, full of sacred books to be
read, revered and recalled, and the Quarry of Science, a source to be raided for all sorts
of uses in society.
Raising the quality of learning in science is not a contentious issue. There is agreement
that learning levels should be high, but the levels of learning demanded in science
courses at all levels have too often been indicated by the quantity of recalled knowledge
rather than use to which this knowledge can be put. If important assessments of science
learning concentrate on lower levels of learning they will be seen to be the goal of
teachers teaching and students’ learning. The meaning of “higher” levels of learning
science needs to be made explicit to science teachers, who have themselves often
reached their position through their love of science and their capacity to remember
large amounts of its scientific information. The level of students’ learning in science has
been shown to be a consequence of the expectations that teachers demonstrate and
encourage, through their use of challenging pedagogies in classrooms.
Recommendation
G.1 Policy makers should consider changing the assessment procedures,
as critical curriculum factors, in ways that will encourage higher
levels of learning as the intended outcomes of school science and
technology.
Prospects
Students will gain a sense of personal empowerment in relation to science.
After leaving school they are more likely to engage with S&T issues in personal and
societal life.
30