A: SATIS stands for ‘Science and Technology in Society’. The original SATIS project was set up by ASE with support from industry in the early 1980s. At this time the GCSE qualification was being introduced by merging the former CSE and O-level qualifications. For science courses, this meant a greater emphasis on the applications of science and the implications of science for society. The project was directed by John Holman. The project drew in contributions from many teachers. At the very first meeting it was agreed that SATIS units should be short, cheap and easy to use while featuring a wide range of teaching and learning activities. Many of the units were developed in collaboration with scientists and engineers. The units were published by ASE in books of ten. They were popular and sold very well. By the end of the project a varied collection of 120 units had been produced
This web site features SATIS units that we have ‘revisited’ because they have stood the test of time. The selected units have been revised and updated so that they are appropriate for the new GCSEs that were introduced in September 2006.
Q: Why has the theme of ‘How Science Works’ been introduced into the English National Curriculum?
A: Science education introduces people not only to ‘what we know’ but also to ‘how we know’. The relative importance of these two strands has varied over time. A decisive moment in the lead up to the new programme of study for Key stage 4 was the publication of the Beyond 2000 report in 1998. This report was the outcome of a seminar series and consensus-building exercise that led to the conclusion that the priority for compulsory science for all up to the age of 16 should be the development of scientific literacy. The report presented the case that a course to develop scientific literacy should not only teach young people about some of the major scientific theories (what we know) but also give them the tools to engage critically with reports about scientific issues based on an appreciation of how scientists collect reliable data and come up with explanations to account for the data (how we know). QCA has translated this second aspect into ‘how science works’ which not only covers the methods of science but also issues arising from the interactions between science and society.
