A conversation with Prof. Jim Ryder

 

Policy documents often declare that science education can help individuals engage with science throughout their lives. What kind of school science education policy could help prepare people to do this? How would the implementation of such policy look like in practice? In this episode we explore this issue with Professor Jim Ryder, the Leader of the Curriculum, Pedagogy and Policy Research Centre at the University of Leeds.

 

Personal website: http://www.education.leeds.ac.uk/people/academic/ryder

 

Further reading:

Feinstein, N. (2010). Salvaging science literacy. Science Education, 95(1), 168-185. doi: 10.1002/sce.20414

Hendriks, F., Kienhues, D., & Bromme, R. (2016). Trust in science and the science of trust. In B. Blöbaum (Ed.), Trust and communication in a digitalized world: Models and concepts of trust research (pp. 143–159). Springer. doi: https://doi.org/10.1007/978-3-319-28059-2

Ryder, J. (2001). Identifying Science Understanding for Functional Scientific Literacy. Studies in Science Education, 36(1), 1-44. doi: 10.1080/03057260108560166