Paul Christian P.

Esguerra

1 – IE 2

“What Good is Science Education”

Our world is profoundly shaped by science and technology. Preserving the environment,
reducing poverty and improving health: each of these challenges and many more require scientists
capable of developing effective and feasible responses – and citizens who can engage in active
debate on them. In order to achieve this, the 1999 Budapest Declaration underlined the importance of
science education for all. Indeed, science and mathematics education (SME) that is relevant and of
quality can develop critical and creative thinking, help learners to understand and participate in public
policy discussions, encourage behavioural changes that can put the world on a more sustainable path
and stimulate socio-economic development.

The benefits of involving a wider range of people in curriculum research and development are
now clear, eventhough there is much to learn about spreading research project practice to entire
systems. While this is an important and difficult challenge, the evidence is that where it happens
everybody involved can benefit, students, teachers and the wider society. That children learn better
makes the effort of meeting the challenges worthwhile. The most important resource undoubtedly is an
adequately and appropriately educated teacher. The main challenge is to find and educate sufficient
teachers in the process, as well as the content, of science, its curricular approach and appropriate
didactics and teaching approaches. This challenge may seem too demanding for the realities of some
countries. However, we have sufficient cases from around the world of teachers working in the ways
we have outlined to suggest that our ambitions are achievable. Our aim is above all to do things
differently, rather than demanding more. These teachers will also need access to, and be committed
to, in-service education, to continue their professional development. This means that countries and
regions must have such a system available with incentives to support it. The final challenge is to
educate stakeholders, beyond members of scientific communities and researchers in science
education, to include representatives of business and commercial groups, politicians, parents and
local and national authorities. This involvement is essential for the support of teachers and students
and for a renewal of the curriculum, both national and international.

From the point of view of the rights of the students, the issues of availability, accessibility,
acceptability and adaptability are essential. Without these, there can be no quality education. The
consequences of a science education in the long-term – to be able to participate in the variety of
human activities and meet the challenges to society emphasise the importance of education through
science. The proposals we have made should contribute to this challenge through developing new
relationships between teachers and students, where knowledge is no longer the source of power for a
few, where science is not an absolute but the fruit of the work of men and women across ages and
cultures to which all can contribute. We hope to create educational spaces where science is seen as
linked to the issues surrounding the lives of all women and men, their ways of being, their ethics and
aesthetics, and the cultural, social, economic and political contexts where they can thrive.