The author considers the main ideas of introducing the science education into the school practice. The article reviewed the history of science education developing in the example of the United States of America and Great Britain. The explanation of the concept “science education” by foreign and Ukrainian scientists is considered. Science education should enhance learners’ curiosity, wonder and questioning, building on their natural inclination to seek meaning and understanding of the world around. Science should be introduced and encountered by school students as an activity that is carried out by people including themselves. Their personal experiences of finding out and of making connections between the new and previous experiences not only bring excitement and personal satisfaction but also the realisation that they can add to their knowledge through active inquiry. Both the process and product of scientific activity can evoke a positive emotional response, which motivates further learning. The role and place of science education of the UNESCO are highlighted. In a world that is increasingly shaped by science and technology, the UNESCO recognizes this and has made it its mission to not only spread education but to make an interest in the Sciences a prominent and lasting feature wherever it is offered. Based on Professor Wynne Harlen’s research, the author describes 10 principles of implementation of the concept of science education at school. It is determined that the purpose of the introduction of science education at school is to teach a pupil to act and think as a scientist and innovator. Undertaking scientific inquiry gives students the enjoyment of finding out for themselves and initiates appreciation of the nature of scientific activity, of the power and the limitations of science.

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Keywords: science education, a pupil, pedagogical concept, a pedagogical principle, scientific research.

ISSN: 2308-4634



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