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At the simplest level, there are many opportunities
in science lessons to provide information
and present issues in their global context. The 'Learning
activities' section of this booklet deliberately contains
a
wide range of examples. It is also helpful when published
science materials include global perspectives and issues,
and even better when they include examples of people
from different ethnic groups working together and achieving
success in scientific work. Going further, young people
generally appreciate opportunities to examine their
own values
and attitudes. In the classroom, lifestyle comparisons
offer a good starting place. Whether considering energy,
food or
health, teachers can encourage pupils to compare their
experiences and choices with those available:
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at earlier historical
periods |
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in specific countries
around the world |
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to the world population
on average. |
People often have a tendency to focus on differences,
so it may be useful in planning these activities to
consider how
you might enable pupils to explore the similarities
as well. Teachers can also stimulate discussion by considering
alternative future projections such as volumes of waste,
diminishing fresh water supplies, population growth,
or rising
global temperatures.
Small group work may help to draw out a wider range
of information, ideas and opinions and enable all pupils
to
engage in discussions. Pupils should gain understanding
of the different points of view that people hold and
explore why
they hold these views. Help them to examine conflicts
of interest, empathise with people in very different
situations to
their own and recognise their own prejudices. Global
interdependence is something they will all have experience
of, but
it may need to be drawn out. Teachers can help pupils
to consider the social, political, environmental and
economic
impact of scientific and technological developments.
Issues and questions that may be discussed and researched
in science lessons include the following statements:
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Fast
food shops in our high streets are to blame for
deforestation in Latin America.
It is easier to get funding for research into
obesity and slimming treatments than it is for
malaria.
Buying raw materials from countries in the 'South'
supports local employment and is good for the
environment.
Poverty is the most environmentally destructive
force on the planet.
The promotion of baby formula milks has improved
infant survival and health.
Terminator gene technologies benefit farmers in
India.
Nuclear power is clean, safe and easy to use.
The increased use of pesticides in the 'South'
is directly related to levels of rural poverty
and migration.
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Pupils can be encouraged to come up with their own
statements.
School linking
North-South school linking, the development of a learning
partnership between a school in the UK and one in the
'South', offers an excellent opportunity for pupils
and teachers to bring global perspectives to life in
a way no text
book can hope to achieve.
Experience shows that an effective long term school
partnership can:
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enable pupils to acquire new language,
communication and presentation skills, attitudes
and experience through
direct contact with peers from different cultures |
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enhance the content of
classroom teaching in all subject areas with real
topical content across the curriculum |
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add value to the ethos
of the participating schools and improve their performance
across the board |
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provide professional development for
teachers. |
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Teachers can also use
joint projects to reinforce specific parts of the
curriculum. |
Having set up a link and agreed methods and frequency
of communication, teachers should identify areas of
overlap
and topics of mutual interest in the curriculum, either
by exchange of formal curricula or less formally, for
example
by letter or email. Teachers can then devise a joint
project with their partner school.
Many practical ideas for curriculum projects have been
developed by schools with existing school links and
can
be accessed through projects such as Science
Across the World
For further information on how to set up North-South
school links or to find partner schools, look at the
British Council
Windows
on the World programme.
Examples of activities to share in a link
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Experiments to compare water or air quality
in different locations using secondary sources
such as the internet to gobeyond the immediate
neighbourhood
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A debate between pupils in partner schools about
an environmental issue such as the causes and
impacts of
recent climate change, deforestation or soil degradation
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Using schools within the partnership as a means
of collecting and comparing information about
the contribution of renewable and non-renewable
energy resources to power production in each country
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Exchanges of information about the contrasting
geology and rock types of their local regions,
including how
the geology influences the landscape
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Pupils design, set up and manage school gardens,
exploring with partner schools the effects of
the different climates on the management, choice
of plants, and use of the products
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The global dimension is relevant across the curriculum
and teachers can coordinate their work with other subject
areas.
Click
here to see how to link Science:The Global Dimension
to other areas of the curriculum and using it as a toolkit
for
planning and assessment 
pdf file.
You may feel that there are other important global issues
that we as science teachers should ensure we address
through our teaching; this is the nature of the subject,
which is very much open to debate. We would encourage
you to email your thoughts relating to these issues
and the material on these pages. Email global@ase.org.uk
with your comments please.
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