• 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

Conclusion
Conclusion

The focus of this book has been on attempts to reform school science education in England and Wales during the past four decades. Attention has also been given to two developments, the Assessment of Performance Unit and the GCSE examination, each of which had a significant impact on science teaching beyond its immediate ...

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