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This book examines ways in which beliefs and values interact with science and science teaching. It looks at some of the spiritual, moral, social and cultural contexts within which science has developed and considers how these factors can affect the choice of scientific theory. Various historical sections provide resource material for showing pupils the role of the history of science in the study of science. Interactions between science and religious belief are also analysed to clarify the nature, strengths and limitations of science as well as its place in the total curriculum.Publication of this book is particularly timely as contributions to pupils' spiritual, moral, social and cultural development are currently receiving emphasis across the whole curriculum.
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Beliefs and Values in Science Education DEVELOPING SCIENCE AND TECHNOLOGY EDUCATION Series Editor: Brian Woolnough, Department of Educational Studies, University of Oxford Current titles: John Eggleston: Teaching Design and Technology Richard Gott and Sandra Duggan: investigative Work in the Science Curriculum David Layton: Technology's Challenge to Science Education Keith Postlewaite: Differentiated Science Teaching Michael J. Reiss: Science Education for a Pluralist Society Jon Scaife and Jerry Wellington: information Technology in Science and Technology Education Joan Solomon: Teaching Science, Technology and Society Clive Sutton: Words, Science and Learning Brian Woolnough: Effective Science Teaching Beliefs and Values in Science Education MICHAEL POOLE Open University Press Buckingham Philadelphia Open University Press Celtic Court 22 Ballmoor Buckingham MK18 1XW and 1900 Frost Road, Suite 101 Bristol, PA 19007, USA First published 1995 Copyright © Michael Poole 1995 All rights reserved. Except for the quotation of short passages for the purpose of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited. Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of 90 Tottenham Court Road, London, W1P 9HE. A catalogue record of this book is available from the British Library Library of Congress Data Poole, Michael (Michael W.) Beliefs and values in science education! Michael Poole. (Developing science and technology education) cm. p. Includes bibliographical references and index. ISBN 0-33545646-0.—ISBN 0-335-15645-2 (pbk.) 1. Science—Study and teaching. I. Title. II. Series. Q126,9.P66 1995 507'. 1—dc2O Typeset by Type Study, Scarborough Printed and bound in Great Britain by Marston Book Services Limited, Oxford 94-41387 An Educational Model 'the sensible educator. . will not expect or intend to produce an educated adult who has no beliefs, values, or attitudes, which he cannot rationally defend against all corners and who is incapable of settled convictions, deep-seated virtues, or profound loyalties. But neither will he treat his pupils . in such a way as to leave them with closed minds and restricted sympathies. The process of being educated is like learning to build a house by actually building one and then having to live in the house one has built. It is a process in which the individual inevitably requires help. The extreme authoritarian helps by building the house himself according to what he believes to be the best plan and making the novice live in it. He designs it in such a way as to make it as difficult as possible for the novice to alter it. The extreme l