Staying in science: Can understanding of the disciplinary connectedness of science help?

• Published in: Teaching science (Deakin West, A.C.T.) Vol. 64; no. 2; pp. 45 - 50
• Main Authors: Mooed, Azra, Kaiser, Susan
• Format: Journal Article
• Language: English
• Published: Deakin Australian Science Teachers Association 01.06.2018
• Subjects: Attitudes; Career choice; Curricula; Education; Forecasts and trends; Mathematics education; Methodology; Science; Science education; Science, Technology, Engineering, and Mathematics Education Society; Students; Study and teaching; Australia
• ISSN: 1449-6313; 1839-2946

Most international curricula require students to develop conceptual and procedural understandings along with developing an understanding about the nature of science. Moreover, science education endeavours to produce scientifically literate citizens capable of making informed decisions about the social-scientific issues in their everyday lives; this is indeed the central purpose and aspiration of science education. However, the numbers of students taking science continue to be declining in Australia and New Zealand as well as in many European countries. We propose an as yet unexplored perspective, that of students not seeing the connectedness of the discipline as they grapple to understand the world around them. This paper takes the view that students need to understand the connectedness within the discipline of science. Moreover, one makes these connections when there is a broad understanding of the discipline. Is it possible that how and what is taught no longer interests those students we would like to see continue in science (Claxton, 2013)? We think conceptual, procedural, and epistemological knowledge is needed, but that it is insufficient for both scientific literacy and for engaging students so that they continue to study science. Evidence suggests that students need to learn science ideas, not just as facts, but to also understand how various science ideas are connected so that they can make sense of their world. We suggest that students need help to make these connections and to understand the connectedness of the discipline. We need to change not what we teach, but how we teach.