Abstract:
Scientific development in recent decades has, and will continue to have, a significant
influence on topics that have great importance for humanity, quality of life, the
sustainable development of the planet, and peaceful coexistence amongst peoples.
From the immediate basic essentials of life such as access to water, food and shelter, to
important issues that affect us all (management of agricultural production, water
resources, health, energy resources, biodiversity, conservation, the environment,
transport, communication), all have a strong science component to which everybody
should have access to take part in local, regional, national and transnational decisions
in a meaningful way. We also live in a world where poverty and riches live side by
side and where the gap between them is increasing. In the 21st century, science must
become a good shared by all, for the benefit of all people.
It is a view of science learning that will deal with scientific principles through an
approach where children are taught, and learn, to write and talk about science, to
argue for their views of the world and how they can draw on this knowledge to help
in decision-making. This is no small challenge yet we are inspired by the ideas of
Amartya Sen (2001) on the link between poverty and freedom, education and liberty.
People need access to the necessities of life in a world where there is more than
enough for everybody. They also need access to ways in which they can expand the
freedoms they experience, and develop the capacities needed to take advantage of
such opportunities, and so become more human.
Expectations for students' is an umbrella term that links learning outcomes with
annotated examples of student work in the subject or short course specification. The
purpose of the examples of student work is to show the extent to which the learning
outcomes are being realised in actual cases.
