Currently we pick issues to fit our curricula. Can we design our curricula to reflect the issues? My first google for science issues led me to this at the Royal Society. I cannot help but ask if its my personal walls: ignorance, incompetence, inability, that prevents me from framing my curricula around the issues.



So I’ve decided to delve into this some more. Here are issues I’m going to investigate and attempt to dissect into core science knowledge. From here I’ll attempt to wrap the knowledge back into some lessons around the issue. I need to think about this. I’m writing as I think. Thats dangerous!



The ones from the Royal Society that ‘jump’ out at me are:



  • climate change – how can it not influence what and how we teach
  • biological weapons
  • genetically modified organisms
  • infectious diseases
  • energy – so vast, a real challenge to break apart and remanufacture
  • stem cells – cloning is a stem cell issue.


I’m sure there are others but I need to focus on the process rather than more topics.



Linzel





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