The majority of teachers and educators do not believe science education is fit for the future, according to this report published by Oxford University Press, with only 46 per cent of respondents believing that the science curriculum in their country prepares children for the challenges our world will face in the future.
The research includes insights from 398 teachers in 22 countries and regions—with most respondents from the United Kingdom (44%) and India (19%). While there are local nuances, there are also notable consistencies in key areas such as the science curriculum’s relevance in the future and how well it prepares pupils to navigate and address challenges the world will face, such as climate change and the evolving role of technology.
COVID-19 has undoubtedly had an impact on science teaching in the last year, particularly restricting practical experimentation in the classroom, but the paper highlights numerous other issues that have been brought to light by the pandemic and need to be resolved.
Teachers surveyed believe the core purpose of science education should be inspiring learners to engage with science, teaching underpinning scientific concepts, teaching skills to enable effective experimentation, and helping learners to achieve a range of desirable outcomes through science.
To ensure science education evolves and remains relevant in the future, teachers believe there should be more focus on climate change as well as tackling fake news, and adapting faster to technological and societal change.