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Implementing a New Science National Curriculum for England: How Trainee Teachers See the 'How Science Works' Strand in Schools

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Higher Education
      Secondary Education
    • Subject Terms:
      National Curriculum; Foreign Countries; Educational Experience; Trainees; Science Curriculum; Curriculum Implementation; Student Teacher Attitudes; Change Strategies; Educational Change; Science Course Improvement Projects; Educational Strategies; Mail Surveys; Discussion Groups; Program Attitudes
    • Subject Terms:
      United Kingdom (England)
    • Accession Number:
      10.1080/09585170903558471
    • ISSN:
      0958-5176
    • Abstract:
      This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the "How Science Works" strand, has been translated into practice for 14-16 year olds in schools. Data were collected from pre-service teachers about their understanding, experiences, perceived challenges and resourcing of "How Science Works" during their final school experience. The results indicate that implementation of "How Science Works" in schools lies on a spectrum between two extremes referred to as creative implementation and restricted implementation; a recognition that success with this new approach requires a fuller engagement in higher order thinking skills; and that the importance of differentiation is paramount if all pupils are to connect with the new curriculum. The article concludes that support is needed for major transitions in pedagogy with both serving and trainee teachers. This needs to start with teacher education and encompass teacher development, with greater involvement both in school and university programmes.
    • Abstract:
      As Provided
    • Number of References:
      28
    • Publication Date:
      2010
    • Accession Number:
      EJ877180