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Science education at school level worldwide faces three perennial
problems that have become more pressing of late. These are to a
considerable extent interwoven with concerns about the entire
school curriculum and its reception by students. The rst problem is
the increasing intellectual isolation of science from the other
subjects in the school curriculum. Science is too often still
taught didactically as a collection of pre-determined truths about
which there can be no dispute. As a con- quence, many students do
not feel any "ownership" of these ideas. Most other school subjects
do somewhat better in these regards. For example, in language
classes, s- dents suggest different interpretations of a text and
then debate the relative merits of the cases being put forward.
Moreover, ideas that are of use in science are presented to
students elsewhere and then re-taught, often using different
terminology, in s- ence. For example, algebra is taught in terms of
"x, y, z" in mathematics classes, but students are later unable to
see the relevance of that to the meaning of the universal gas laws
in physics, where "p, v, t" are used. The result is that students
are c- fused and too often alienated, leading to their failure to
achieve that "extraction of an education from a scheme of
instruction" which Jerome Bruner thought so highly desirable.
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