• 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

Framing Secondary School Science
Framing secondary school science

The manner in which science is taught in secondary schools in England and Wales, as in any other country, is the outcome of many different influences. Some of these influences can be conveniently labelled as historical, since they stem from the manner in which science was first schooled in the public and endowed ...

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