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Sykes Slams "Soundbite Science"

Oct 11 2006 19:11

Ashley Brown

The rector has criticised the new approach to the GCSE science curriculum.

Sir Richard Sykes

A new science GCSE, "scientific literacy for the 21st Century", has been attacked by Imperial's rector, Sir Richard Sykes, who called it "soundbite science".

Rather than solid scientific teaching, the new curriculum encourages discussion of current newsworthy topics, such as global warming. This press-driven approach has been widely maligned as "dumbing down".

Imperial alumnus and science writer Simon Singh took aim at politicians: "Every politician responsible for education, science and industry over the past 20 years has allowed science education to decline miserably in terms of its mission to create new scientists."

Most teenagers taking GCSEs in the past decade have been following the "double award" science curriculum, which covers physics, chemistry and biology in one course, awarding two GCSEs at the end. The traditional route of three separate GCSEs has mainly been seen in grammar and independent schools.

From this September it is expected that the new course will replace double-award science, with a second "Additional Science GCSE" providing factual teaching or applied science skills.

This apparent weakening of the science curriculum comes as more Universities are forced to close unviable science departments - Reading has recently announced the closure of its physics courses. The current trend is towards expensive lab-based subjects being offered only at large research-based institutions such as Imperial.

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Discussion about “Sykes Slams "Soundbite Science"”

The comments below are unmoderated submissions by Live! readers. The Editor accepts no liability for their content, nor for any offence caused by them. Any complaints should be directed to the Editor.

1. ...

Oct 12 2006 22:33

Well done sir

2. Sir Me

Oct 16 2006 23:17

Well said!

3. Jon Smith

Oct 28 2006 21:10

While one agrees with Sir Richard and Baroness Warnock that the new GSCE curriculum smacks of dumbing down, one must also accept that not everyone has the interest, time or capacity to participate as a hard scientist. Nowadays, all members of our society are potential stakeholders in science and technology (if it is to be an inclusive society), which is especially attractive goal if the alternative is a rise of fundamental Christianity or Islam or other.

Perhaps an alternative to government?s media science approach would be the teaching of philosophy of science instead. Philosophy of Science is a reputable subject which stimulates imagination, broadmindedness and intellectual curiosity, encourages students to think for themselves, is a gateway to wider philosophy, and has a broad enough range for students to find their own level of technical expertise. Last but not least, it may also be easier for the GSCE teachers to learn to teach it, as it avoids the mental obstacle of mathematically based hard science learning.

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