Teaching Science The extracts taken from a book written shy years ago by a Britsh scientist in which he considers the relationship between science and society “The pioneers ofthe teaching of science imagined that its Introduction into education would remove the conventionaity, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in 5 their time had the humanists thought thatthe study ofthe classical authors in the original would banish at once the dll pedantry and superstition of medizevalschoastcsth. The professional schoolmaster was a match for both of them, and has almost ‘managed to make the understanding of chemical reactions as dull 10 and as dogmatic an affair asthe reading of Virgil's Aeneid “The chief claim forthe use of science in education is that it teaches child something about the actual universe in which he is living, in making him acquainted withthe results of scientific 415 alscovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited suocess has been reached in the fist ofthese aims, but practically none a all in the second, Those privileged members ofthe ‘community whe have been through a secondary or publi school 20 education may be expected to know something about the elementary physics and chemistry ofa hundred years ago, but they probably know hardly more than any bight boy can pick up from an interest in wireless or scientific hobbies out of schoo! hours. {sto the learning of scientific method, the whole thing is palpably 25 a farce. Actually, for the convenience of teachers and the requirements ofthe examination system, tis necessary that the pupils not only do not learn scientife method but learn precisely the reverse, that i, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them or 30 not. The way in which educated people respond to such quackeries 2s spiritualism or astrology, not to say more dangerous ones such 235 racial theories or currency myths, shows that ity years of, education i the method of science in Britain or Germany has produced no visible effect whatever. The only way of leaning the 35 method of science isthe long and bitter way of personal ~ experience, and, until the educational o social systems ae altered ‘0 make ths posible, the best we can expects the production ofa minorty of people who are able to acquire some ofthe techniques cof science anda stil smaller minority who are able to use and, 40 develop them, ‘Adapted from: The Socal Function of Science, ohn D Bernal (3838) 4. The author implies that the ‘professional schoolmaster’ line) has ‘A.no interest in teaching science {thwarted attempts to enliven educationald true learning . supported the humanists .beena ploneer in both scence and humanities. 2. The author's attitude to secondary and public school education inthe sciences is A.ambivalent 8. neutral supportive D. satirical contemptuous contempt a 3. The word ‘palpably (line 24) most nearly means Acempiricaly B.obviously. tentatively . markedly E-ridiculously 4. The author blames all ofthe following forthe failure to impart scientific method through the ‘education system except ‘A poor teaching 8. examination methods C lack of diect experience . the social and education systems E lack interest on the part of students 5. Ifthe author were to study current education in science to see how things have changed ‘Since he wrote the plece, he would probably be most interested inthe answer to which ofthe following questions? ‘A Do students know more about the world about them? 8. Do students spend mace time in laboratories? Can students app thelr knowledge logically? D. Have textbooks improved? .Do they respect their teachers? - 6, Astrology (ine 31) is mentioned as an example of A. asclence that needs to be better understood 8. abelief which no educated people hold {something unsupportable to those who have absorbed the methods of science the gravest danger to society E.an acknowledged fallure of scence 7. Allof the following canbe inferred from the text except {atthe time of writing, not all children received a secondary school education 8. the author finds chemical reactions interesting science teaching has imparted some knowledge of facts to some children