Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14-19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project…

Analyzes the process of large scale curriculum development. Locates the projects and their development within the range of approaches advocated in science education and considers the practical decisions taken during the development in relation to theories of curriculum development and change. (ZWH)

Describes the Science in Social Context (SISCON) project. The use of the SISCON in the British colleges, polytechnics and secondary schools and a list of the units, of the course are included. (HM)

Discusses whether electronics should be included as a subject at school, and describes the process of developing an O-level electronics course which is based on electronic systems for British schools. The course content and structure are also included. (HM)

Worldwide, science education reform movements are stressing the need to promote "scientific literacy" among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date,…

Reviews the successes and failures of the science curriculum reform activities in England and Wales during the last 20 years and examines the underlying causes. In this review the author draws extensively on findings from researchers into curriculum implementation, conducted in Britain and elsewhere. (Author/HM)

Assesses the physics, chemistry and biology content of the Nuffield Combined Science Course used in British schools by experimental testing to children's understanding of the course. A model by which the pupils' achievement is mapped to an estimate of their maximum Piagetian level of thinking is presented. (HM)

Lessons from a pilot introduction of environmental education into a teacher education programme designed to address pupil disengagement from school science, are discussed in this paper. Pre-service teachers discovered that environmental education can be a potent context for creativity and continuity in curriculum planning. Interpretation of the…

Presents courses, projects and teaching styles relating to different areas of science that are used in British schools. School science for the education of all, chemistry-O level syllabus, and teaching styles in the Nuffield A-level Physics course are examples of information presented. (HM)

Presents an evaluative study of the Nuffield A-level organic chemistry course which was conducted in the United Kingdom. Questionnaire surveys were used to compare the course content with the content Nuffield teachers and university lecturers thought should be included in an A-level course. (HM)

Comparing the secondary physics courses developed by West Germany's Institute for Science Education (IPN) with similar British curriculum projects, the author argues that the differences in style, content, and reception of these curriculums are related to the social locations of the British teachers and the German academics who devised them.…

The intention of this guide is to consider the concepts, skills, facts, and attitudes of science which are taught in school; explore how content might be chosen; argue for a reduction in curriculum content; suggest major topics for science teaching; use examples to illustrate aspects of science content; and consider some of the implications of…

Reviews the development and implementation of science education curriculum projects in Great Britain. Suggests that, among others, relevance of project materials and ideas to problems teachers face in schools and a positive attitude toward curriculum development are necessary to ensure uptake. (Author/SK)