Background
The ASE and DEA (with support from DfID and the Community
Fund) have worked in partnership to produce a
booklet "Science: The Global Dimension" specifically
addressing this at KS3 and KS4. These ASE Global web
pages
are being further developed to support the ideas and
suggestions from the published booklet. Other initiatives
(including in-service training and supporting networking)
will further promote global perspectives in
science education. The booklet and website aim to:
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contribute to the discussions
on what is meant by a global dimension |
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show how global perspectives
in science lessons can contribute to a broad and
balanced curriculum |
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show how development education
approaches can enrich science teaching |
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offer activities, case
studies and resources |
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provide details
of further resources and support for classroom practice. |
Why the global dimension?
Young people in the UK are growing up in an increasingly
global context. There is a global dimension to all aspects
of their daily lives - the clothes they wear, the food
they eat, the music they listen to, their holidays and
the careers
they choose.
Understanding issues such as 'sustainable development'
is rapidly becoming critical for the quality of our lives
and
the future of the planet. International trade, travel
and communications mean that local communities are often
deeply affected by what happens in different parts of
the world.
Young people need to develop skills, such as critical
thinking and relating their own experiences and knowledge
to
wider issues, in order to participate fully in this global
society. Thus the global dimension is applicable across
the curriculum and is increasingly relevant in science.
What is the global dimension?
Science is a global activity with consequences for all
our lives. It is also a human activity with ethical, social
and
political dimensions. Science education provides opportunities
to relate technological change to changes in a
wider context, such as effects on the environment and
our quality of life. The impact of science is not confined
to scientists but affects all people everywhere.
Click
here to see how the Key Concepts from Science:The
Global Dimension relate to the Science Curriculum pdf
file
Why teach the global dimension?
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The fact
that science is seen as fundamental to a child's
education should be cause for celebration.
But, what sort of science should be taught in our
schools? One could argue that it is impossible to
teach without the global dimension in the 21st century.
Although scientific research and learning are evidence
based, the work environment, culture and personal
values all influence scientists' actions and interpretations.
For example, the Human Genome Project has created
varied and often opposing views amongst scientists
and the wider public about its value and the extent
to which the project's findings should be made freely
available or developed for commercial gain. Is this
useful or boring?..do we need more?..
Click
here to see the Benefits to pupils and to teachers
pdf file |
"Science education is a matter of crucial
importance to the UK, both for the future generations
of scientists,
engineers and technologists and for the wider public.
Science and technology are essential for our economic
competitiveness, and to our quality of life, and lie
at the heart of our history and culture."
(Science and Technology Committee, May 2002)
"There needs to be greater recognition that
what is called Western science drew on a world heritage,
on
the basis of sharing ideas that make science what
it is. The sharing culture of science must be recognized
as an important organisational tradition, which continues
to be significant today." Amartya Sen, winner
of 1998 Nobel Prize for Economics, New Scientist No
2340, 27 April 2002
If you would like to take part in this developing project,
by commenting on ASE Global and/or on our new resources
please email
global@ase.org.uk
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pdf
Link to download Acrobat Reader
