Why teach the global dimension?
There are many compelling reasons for incorporating the global dimension into science teaching and learning. Science educators and others argue that the global dimension promotes respect for those from other backgrounds and - approached with care and sensitivity - can help to challenge racism (Siraj-Blatchford, 2002, p. 248).
Only a global approach truly represents both the diverse origins of science (Reiss, 2000, p. 17) and the sparkling diversity of contemporary practice in the discipline (Brownlie, 2003, p. 2).
Not least, incorporating the global dimension often excites and motivates both teachers and students, thus, we hope, raising achievement.
To find out more, carry out the Activity on the right, which offers you the opportunity to weigh up some of the reasons for incorporating the global dimension into science education.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
- This activity is best tackled with one or more colleagues, if possible.
- Find the list of reasons under the Text icon above and read it carefully.
- Cut up the list so that each reason is on a separate slip of paper.
- Remove any statements with which you disagree.
- Add any reasons you think are missing.
- Discuss the relative importance of the reasons. Try to come to a consensus and arrange the reasons in order of their importance to make a diamond shape. Of course, there is no right answer here!
- Use your most highly-ranked reasons to devise a 'mission statement' for your department that makes clear why you plan to embed the global dimension in its work.
- Many activities that approach science from a global perspective provide excellent opportunities for pupils to develop the skills they need to fulfil the requirements of the National Curriculum for England, or the curriculum with which you work. In this part of the Activity you will identify some of the skills that students may develop through tackling such activities.
Secondary teachers:
Click on the link to the Science UPD8 site of the Association for Science Education, below.Science UPD8You may need to register before you can access the materials. Have a look at the pupil activities they provide. You will find three examples from the site under the Text icon above ('Tsunami Warning', 'Shrinking Everest?', 'Vultures: the next dodos?'). Decide which of the GCSE Assessment Objectives each activity supports, and indicate these in the table which is also available under the Text icon above.
Primary teachers:
Click on the link to the 'Science Across the World' website below. You may need to register before you can access the materials. Once registered, log on, then select 'Topics', and then 'Eating and Drinking Around the World'. From here you will find student pages, teachers' notes and other useful materials.www.scienceacross.orgClick on the 'Oxfam' link below. Click on the 'resources' button at the top of the page, then scroll down to 'Free online teaching materials' and click on the 'Sustainability' heading. Next, find the heading 'Global Citizenship' and click on KS1 or KS2, as appropriate.- Examine the activities.
- Write down which areas of the National Curriculum each activity supports.
