Revisiting the fundamental question
In this unit, you have explored the meaning of the term 'global dimension in science', as well as examining reasons for incorporating it in the work of science departments.
You then looked at examples of historic scientific innovations from all over the world, before considering the aspects of contemporary science practice that are best tackled from a global perspective.
Many science teachers have found incorporating the global dimension to be very rewarding. We hope that you do, too!
Now do the Activity on the right, to revisit the reasons for incorporating the global dimension into science education and take another look at the fundamental questions concerning contemporary science that were introduced earlier.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
- This activity is best tackled in collaboration with a colleague.
Click on the Text icon above and read the two newspaper articles. Each one is about a contemporary science innovation.
Imagine that you are going to use activities based on the information in each of the newspaper articles with one of your classes. (Please note that neither article is appropriate to use with a class as it stands - each would need a great deal of adaptation.) For each article, mark in the table (also available under the Text icon above):- Which 'reasons for incorporating the global dimension in science' could be addressed by an activity based on the article.
- Which of the 'fundamental questions' posed on page 4 could be addressed by an activity based on the article.
- Look again at the continuum line - and where you marked yourself on it - from the Activity on page 1 of this unit.
- Mark where you would put yourself on the continuum line now.
- Discuss with a colleague how far (if at all!) you've moved, and why.
