A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

16
Key aspects of
learning and
teaching in
experimental
sciences
Ian Hughes and Tina Overton
This chapter draws attention to distinctive features of teaching and learning in
experimental sciences, which primarily include the physical sciences and the broad
spectrum of biological sciences, and it will review:
• issues surrounding the context in which teaching and learning are delivered;
• teaching and learning methods, particularly important in science;
• other current teaching and learning issues in these sciences.
CONTEXT
Teaching and learning in the experimental sciences in the UK have to take account of a
number of critical issues. These are:
1 the extent of freedom for curriculum development and delivery;
2 employer involvement in course specification and delivery;
3 recruitment imperatives/numbers of students;
4 enhanced degrees (e.g. the M.Sci.);
5 increased participation, varied aspirations of students and differentiated learning.
Freedom for curriculum development and delivery
In common with engineering disciplines, within the experimental sciences the curricula,
and even learning and teaching methods, may be partially determined by professional
bodies and employers. With some professional bodies, recognition or accreditation of
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