Pupils' and parents' views of the school science curriculum

Abstract

What do pupils and their parents think of the science education they are offered? What kind of science education would they value and why? These questions were the essential central strands of a two-year study conducted in England between January 1998 and December 1999 using focus groups (Osborne and Collins, 2000). 144 pupils, age 16, at the end of their compulsory science education, 117 parents and 26 teachers were interviewed and their views recorded and analysed systematically. The findings show that pupils held well-defined views about what they valued in school science, and what they found to be of little interest or value to their daily life. Their parents' views were more disparate but there were clear expectations that school science would prepare their children to deal more effectively with contemporary socio-scientific issues. The significant implications of these findings for the school science curriculum and its implementation are discussed.

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