It has been argued that science education has to be a purposeful induction, going beyond personal experience and personal knowledge. The argument that learning science, learning about science and learning to do science require an understanding of, and an ability to use appropriately, a set of culturally defined methods for conducting inquiries and a set of conventions and mode of discourse for presenting the results has been presented previously. This article discusses the implications of this for teaching practice, including the notion of apprenticeship, scaffolding strategies, timing of intervention, the use of modelling, the role of language and the importance of group work. It concludes that there is widespread concern about the future of A-level biology and a need for wider debate on these issues so that recommendations can go forward from the teaching profession on its future shape. Roy Hawkey Science may be a serious subject, but it does not have to be solemn or dull.
Science education can benefit from the use of humorous material addressing scientific themes.
Excerpts from a number of classic pieces of comedy writing are presented and analysed, supplemented by several works deliberately intended to communicate science. It is argued that these materials tend to give a corporate view of environmental problems, often casting doubt on the scientific basis for environmental regulation and promoting superficial solutions that will have minimum impact on their operations. Examples from various countries are cited. A pilot study was carried out in two schools to explore the relationship between pupils' knowledge about a balanced diet and their eating behaviour. Although significant differences were found in knowledge levels between the two schools there were no significant differences in dietary fat or fibre intake.