Summary
Contents
Subject index
Who wants to change school science education and why? What mechanisms exist to effect change? What implications do they have for teachers' professionalism? These are the principal questions explored in this book. The authors focus on strategies for effecting change, including decentralized and statutory mechanisms, and the use of systems of assessment. The authors question the effectiveness of centralized programmes in improving the quality of students' science education. They suggest that this arises from a failure to acknowledge the contribution that the science teaching profession must make to reform. They argue that sustained and effective change, embodying improvements in standards, depends upon promoting the initiativ
Change and Control in School Science
Change and Control in School Science
This book is about the process of change in the school science curriculum during the closing decades of the twentieth century. Though it makes extensive use of historical data, it is not a history of science education during that period. Such a project would require a much larger volume, with all the apparatus of historical scholarship, and many of the sources needed to undertake it are not yet in the public domain. Our concern is with the process of change, or attempted change, and, more particularly, with those institutional relations, and relations of power and authority, which condition the process. The book examines the means by which attempts are made to influence science teachers’ ...
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