About this journal. Science has become an important component in the K-12 curriculum in American schools-but less so than reading and mathematics. At the end of the twentieth century reading and mathematics received more attention, government support, and focus for testing. It was assumed that reading and mathematics must be mastered first and that these skills were essential before the study of science and social studies. Science is often not taught daily in elementary schools, does not receive major attention in middle schools, and is often organized around disciplines that emphasize college preparation in high schools.
The number of high school students who take Advanced Placement (AP) exams in mathematics and science continues to rise. Stewart, J., Cartier, J.L., and Passmore, C.M. (2005). Developing understanding through model-based inquiry. In National Research Council, Committee on How People Learn, M.S. Donovan and J.D. Bransford (Eds.), How students learn: Science in the classroom (pp. 515-565). Washington, DC: The National Academies Press.
Working with our partners, we’ll provide training and resources for teachers to improve the quality of science lessons in primary schools. We’ll also encourage and support primary schools to provide a minimum of two hours science teaching each week. UDV-Bagland is a forum for students who have the courage to discuss how to make education science an even better degree programme. UDV-Bagland holds monthly meetings.
Teacher education can be evaluated and used to improve existing programs. Science should be exciting for young people, giving them skills and opportunities to improve their futures. But not all young people are inspired by science. Some don’t find it relevant to their lives, or know what careers are available. We want to make sure that all young people in the UK have access to a world-class science education.
All students need to complete at least one major for the requirements of the combined degree. This major must be in an area offered by the Faculty of Science and relate directly to the student’s first science teaching area. Students may obtain a second major and this must relate to their second science teaching area or mathematics. A student may not count a unit of study toward more than one major.