NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ877180
Record Type: Journal
Publication Date: 2010-Mar
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0958-5176
Implementing a New Science National Curriculum for England: How Trainee Teachers See the "How Science Works" Strand in Schools
Toplis, Rob; Golabek, Charles; Cleaves, Anna
Curriculum Journal, v21 n1 p65-76 Mar 2010
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)