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Young People Review Science Curriculum

March 19, 2002

As part of Science Year, nearly 2000 students, aged 16-19, have developed and taken part in a survey of the science curriculum, whose initial findings are released today.

A majority (68%) of students polled in the UK`s first online students` survey, which was conducted through the Science Year and Science Museum websites, believes controversial subjects such as genetic engineering and cloning should be included in the Science syllabus.   

Over half the students feel that controversial theories such as GM foods combined with topical issues such as cloning would most interest pupils if introduced into the pre-16 Science curriculum.

In this ground-breaking survey of the science curriculum, designed and interpreted by students themselves, other initial findings from the Curriculum Review have also revealed:

·        Three quarters of students want more real life practical examples to
help them in their science, with 79% of students believing practical and
experimental work help them to UNDERSTAND Science topics.

·        47% felt there should be more emphasis on understanding WHY things
work rather than HOW in GCSE Science.

·        Over half the students felt that GCSE Science tested memory more than understanding

·        60% of pupils felt that smaller class sizes would most improve GCSE grades in Science, combined with relating science to everyday life.

·        Over half felt there was too little emphasis on the moral and ethical implications of Science.
        
·        86% felt that students should be given the choice to do dissection in Biology.

These and other results from the Curriculum Review will be unveiled at the Science Museum, London on 19 March 2002. Journalists and photographers are invited to attend.

100 students will present interim results of the Curriculum Review to Schools Minister Catherine Ashton, exam boards and education officials.

A special session of the Science and Technology Select Committee will also be held at the Museum taking formal evidence from the student representatives. The Committee will investigate issues surrounding subjects taught, assessment, practical work, and the relevance of science to pupils` everyday lives.

"These new findings into the Science curriculum are dramatic and fascinating and show those in the education community that students have clear, informed and valuable opinions", Roland Jackson, Acting Head of the Science Museum said. "At a time when the Government is trying to improve the take-up of science courses and the recruitment of science teachers it makes sense to listen carefully to these views."

Schools Minister Catherine Ashton said: "This review has come at an appropriate time as we are exploring an innovative and flexible structure for GCSE science that will engage pupils in contemporary scientific issues. This effort reflects our commitment to meeting the needs and aspirations of all young people and raising levels of achievement. I would like to thank the Science Museum and the young people for the role they have played in producing this helpful report."

Department for Education and Skills (DfES)