• 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

Science Teachers’ Response to Change
Science teachers’ response to change

The principal focus of the preceding chapters has been the policy framework, and other major institutional influences, within which science teaching has developed during the last four decades. Except perhaps in the case of the Secondary Science Curriculum Review, and there somewhat ambivalently, teachers ...

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