The expectations of governments, science students,
and employers of science graduates seem to be reshaping
science education and redefining science work to
make them more relevant to industry?s needs. But the
skills, attitudes, and values required for science work
in industry have not been clearly articulated. As a result,
science teaching innovations may not be adequately
addressing the challenges of preparing science
students for a socially significant role in industry. This
article reports some qualitative research on the characteristics
of innovators and then explores the nature
of the problem facing science educators interested in
nurturing those characteristics in their students. It
suggests the desirable characteristics of innovators
might be inconsistent with conventional notions of scientific
competence. It suggests critical engagement
with science?s fundamental beliefs and values is called
for before the problem of teaching scientists to be ?incompetent?
can be tackled. |