Scientific and Media Issues
INTRODUCTION - RAISING SOCIO–SCIENTIFIC ISSUES IN THE CLASSROOM
In recent times our
awareness has grown greatly of the extent to which science and biotechnology
have an impact on the lives of everyone on the planet. The pace and scope of
change and development in these areas is so rapid as to leave most people
unaware and at times confused about what that means for them as individuals and
for society at large. More than ever, it is important that pupils have an
opportunity to explore socio-scientific issues as part of their learning in
school. Too often, however, there is a concern and pressure to cover the
curriculum content of science and biotechnology programmes with insufficient
consideration given as to how this affects our lives. Such an imbalance needs to
be addressed.
There is much made in the
media of the range of views about the way science helps or threatens life on
this planet. We are bombarded with scientific facts, information and data. Food
producers, scientists, journalists, government agencies, campaigners, religious
and cultural groups are among the many groups that are keen to put forward their
views. So how are pupils to be encouraged to question and consider what is being
said and to reach an informed point of view of what is right for them?
The role of the teacher in
this is critical. An open approach is important and will require the teacher to
lead enquiry into these matters, to encourage critical thinking, to highlight
pros and cons and to help pupils to detect bias. It is not about forcing a
particular point of view on pupils.
The film clips on this DVD
are designed to illustrate how an issue such as genetic modification can be
considered from three points of view. Not all perspectives on genetic
modification have been included.
The aim is to help raise
teachers’ awareness of :-
It also contains some
advice on how pupils can be supported in considering what is being said and
encouraged to reach an informed opinion about the issue. |
