Download Science Education: Policy, Professionalism and Change by James F Donnelly, Edgar W Jenkins PDF

By James F Donnelly, Edgar W Jenkins

Who desires to switch institution technology schooling and why? What mechanisms exist to influence swap? What implications have they got for lecturers' professionalism? those are the critical questions explored during this booklet. The authors concentrate on recommendations for effecting swap, together with decentralized and statutory mechanisms, and using platforms of review. The authors query the effectiveness of centralized programmes in bettering the standard of scholars' technology schooling. They recommend that this arises from a failure to recognize the contribution that the technological know-how educating career needs to make to reform. They argue that sustained and powerful swap, embodying advancements in criteria, relies on selling the initiativ

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Additional resources for Science Education: Policy, Professionalism and Change

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The former was manifest in the National Curriculum introduced after the passage of the Education Reform Act 1988, while the latter underpinned the work of the Secondary Science Curriculum Review to which attention is now turned. 4 POWER TO THE TEACHERS? THE SECONDARY SCIENCE CURRICULUM REVIEW In January 1978, while delivering the MacMillan Education Lecture at the Annual Meeting of the Association for Science Education, Shirley Williams, Secretary of State for Education and Science, called for ‘a balanced and effective science curriculum for all pupils in secondary schools’ (Layton, 1984, p.

A new examination for all pupils at 16+, the GCSE, was introduced in 1988, after a long and difficult gestation. The new examination marked the end of the dual system of examining at 16+ which had provided different examinations for groups of pupils of different ability, confronted the rapidly growing number of comprehensive schools with formidable organizational difficulties and raised unhelpful and time-consuming issues of comparability. , school-based assessment and the widespread use of multiple choice tests.

The various science teaching projects encouraged science teachers to use curriculum materials in whatever way they judged in the best interests of their pupils. Implicit in this emphasis is not only an endorsement or, at least, an acceptance of what might be called science teachers’ professional judgement, but also an understanding that schools, pupils and science teachers are all different. Teachers’ Guides I and II contain the revised version of the materials which were used in the trials of the Combined Science project, and obviously they reflect the views and experience of trials teachers and children.

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