Science education has undergone far-reaching changes in the last fifty years. The articles collected together in this reader examine how we have reached our present consensus and what theories we now use to explain how children learn science. The central sections of the reader examine how all this can be translated into effective and stimulating teaching, how learning can be most accurately and fairly assessed and how the impact of gender, ethnicity and other factors on children's performance can be addressed in methods of teaching which make science accessible to all. The articles in the final section of the book are a reminder that the debate is not finished yet and raise some challenging questions about what science education is and what it is for.

Young people are increasingly being exposed to the huge and complex ethical dilemmas involved in issues such as genetic modification, animal rights and cloning, and they are bringing their views into the classroom. But how can teachers be sure they are sufficiently well-informed to help their pupils make sense of the diverse and emotive arguments surrounding these issues?

This book may hold the answer. Written by leading ethicists, scientists and technologists, it offers a balanced and jargon-free guide to such highly debated topics as:

* Cloning

* In vitro fertilisation

*Genetic screening and genetic engineering

*Farm animal welfare

* The use of animals in medical experiments

Written specifically for the non-specialist teacher or lecturer, this book also contains suggestions on how to approach the teaching of bioethics and provides useful sources of further information. It may also be of interest to undergraduates on science courses.

What is science? What is the purpose of science education? Should we be training scientists, or looking towards a greater public understanding of science? In this exciting text, some of the key figures in the fields of science and science education address this debate. Their contributions form an original dialogue on science education and the general public awareness of science, tackling both formal and informal aspects of science learning. the editors argue that a greater knowledge of science can lead to a better future, but that this can only happen through a mutual understanding between scientists, schools and the public.

Science education has undergone far-reaching changes in the last fifty years. The articles collected together in this reader examine how we have reached our present consensus and what theories we now use to explain how children learn science. The central sections of the reader examine how all this can be translated into effective and stimulating teaching, how learning can be most accurately and fairly assessed and how the impact of gender, ethnicity and other factors on children's performance can be addressed in methods of teaching which make science accessible to all. The articles in the final section of the book are a reminder that the debate is not finished yet and raise some challenging questions about what science education is and what it is for.

Young people are increasingly being exposed to the huge and complex ethical dilemmas involved in issues such as genetic modification, animal rights and cloning, and they are bringing their views into the classroom. But how can teachers be sure they are sufficiently well-informed to help their pupils make sense of the diverse and emotive arguments surrounding these issues?

This book may hold the answer. Written by leading ethicists, scientists and technologists, it offers a balanced and jargon-free guide to such highly debated topics as:

* Cloning

* In vitro fertilisation

*Genetic screening and genetic engineering

*Farm animal welfare

* The use of animals in medical experiments

Written specifically for the non-specialist teacher or lecturer, this book also contains suggestions on how to approach the teaching of bioethics and provides useful sources of further information. It may also be of interest to undergraduates on science courses.