Issue 127 | Page 3 | Published Mar 2013
It is hard to open a newspaper or listen to a news report without hearing about the latest scientific research. Scientific literacy is now essential to be able to decipher the advice we are bombarded with – about what we should eat or not eat, why we should recycle or conserve energy, how long we are likely to live or how we should live, and the list goes on. But was it always like this?
More from this issue
Claire Neale explains why teaching Emergency Life Support in primary schools is so important.
Berry Billingsley provides some ideas on ways to teach and conduct discussions about science and religion in schools.
Rachael Ashby shows how sign language can help children get to grips with science.