| Abstract: | Conclusions This study raises a great number of questions, many of which would be valuable for science curricula to reflect upon. Firstly, it would seem that the practising professionals do not believe methodology is easily taught, at least not without a strong factual knowledge base. Secondly, science courses have had little effect on carrer choice, with the possible slight exception of physical scientists working in the public sector. Thirdly, scientists would give strong support to the idea of teaching students to use ‘scientific attitudes’ in their everyday life. And fourthly, the social implications of science are felt to be deserving of close attention in schools-but perhaps not within the science classroom. What clearly remains to be done is the difficult and time-consuming work to follow up these hints. What do the scientists see asthe scientific attitudes? What facts, etc., should form the basis of the science curricula? How should the social implications of science be discussed, and what responses are appropriate to them? To answer these questions will take a national study of great scope and effort, yet it would seem to be an essential part of the process of determinng science education programmes of purpose and value. |
