Description

This article seeks to put into perspective the changes in UK science education over the last decade from a chemistry viewpoint. Some common myths perpetuated by the media on the takeup of chemistry at advanced and degree level and the impact of new GCSEs are dispelled. The true picture of the state of science education is then discussed and some real problems are summarised. The author concludes that the position is not as bad as some commentators make out.

Chemistry in schools

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