Purposes of the global dimension
Incorporating the global dimension in science is about more than simply expanding pupils' knowledge of worldwide scientific developments. Unit 1 lists several purposes for incorporating the global dimension into science teaching and learning:
- to challenge racism;
- to promote respect for those from other cultures;
- to truly represent modern science and its diverse origins;
- to provide interesting contexts to motivate pupils and teachers;
- to help to fulfil the requirements of science and citizenship curricula;
- to encourage pupils to explore moral and ethical issues;
- to raise awareness of interconnections between the world's peoples.
The global dimension is also about giving pupils opportunities to consider complex and controversial issues, develop arguments, evaluate evidence and consider things from others' perspectives.
This page and the two that follow suggest strategies and activities to fulfil the purposes given above. Make a start by doing the Activity on the right now.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
- With two or three colleagues, make individual lists of types of activities that might enhance learning about the global dimension in science. Two examples to help you get started are:
- Evaluating evidence cards. From a set of ten cards, small groups of pupils select the three cards that have the best evidence for the assertion that, for example, global warming is happening and the three cards that have the best evidence against the same assertion.
- Participating in role-plays. Each pupil plays a different role in a debate to decide what action to take to tackle global warming.
- If possible, observe a colleague leading an activity type that you have never used yourself. Then try out the activity with one of your classes. Ask a few pupils what they thought were the benefits - and drawbacks - of the activity type. Compare their thoughts with your own.
- Click on the Text icon above. Study the list of criteria for effective teaching and learning in the global dimension of science.
- Add any extra criteria that you think are important.
- Individually, choose the three criteria you think are most important.
- Compare the criteria you selected with those of two or three colleagues. Try to come to a consensus of the three most important criteria.
