Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310055
Title: Science in the National Curriculum from Key Stage 2 to Key Stage 3 : process, procedure and practice to counter disjunction in pupils' learning.
Author: Collins, Susan Beckford.
Awarding Body: South Bank University
Current Institution: London South Bank University
Date of Award: 1999
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Abstract:
The question considered in this thesis is the extent to which the National Curriculum for science education achieved, in the first five years, one of the stated aims; 'to help children's progression ... and help secure continuity and coherence' (DESIWO, 1987b) during their transition from the primary to the secondary phase of education The issues which contributed to the disjunction in pupils' learning in science at the primary-secondary interface prior to the implementation of the National Curriculum are identified through a review of developments in science education, with an emphasis on the primary phase, during the last century. The findings of a two year investigation are presented and discussed. The study followed a sample of pupils through their final year of the primary phase and first year of the secondary phase shortly after the implementation of the National Curriculum. The report focuses on the initiatives, processes, procedures and practices introduced by one Local Education Authority (LEA) and by three primary phase schools and four secondary phase schools within the same LEA, to promote a shared view of the science curriculum among teachers in the primary and secondary phase and thus facilitate continuity and progression in pupils' learning. Later work from other researchers is considered to show that the findings of this investigation are still relevant and useful. The research used a qualitative approach to investigate the following issues as they related directly to continuity and progression in science education during the transitional phase: • In-service education and training initiatives to enhance the subject knowledge of teachers in the primary phase. • The procedures adopted for the formulation or modification of schemes of work for science in the primary and secondary phase. • Assessment procedures and practices implemented. • Liaison arrangements between primary and secondary phase teachers. • Strategies utilised by teachers in the management and organisation of pupils' learning in science at the macroscopic and microscopic levels in year 6 and year 7. The findings extend those of previous research. They show that within a sample of schools in one LEA, in all the issues studied in the research, the implementation of the National Curriculum for science education was ineffective in addressing the issues which contributed to disjunction in pupils' learning during transition. It also failed to institute a shared view of the science curriculum among teachers in the primary and secondary phase. The introduction of the National Curriculum was not in itself sufficient to overcome difficulties such as the lack of confidence in teachers (particularly in the primary phase) to teach aspects of science in which they lacked qualifications or previous experience. It was also found that other policies, particularly Local Management of Schools and the decline of the ability of Local Education Authorities to develop policies in all schools within the Authority, meant that there was no local coordination available for implementation of the National Curriculum. One major conclusion drawn from the findings of this research is that the decision to perpetuate a break in pupils' education at the point of transition through the introduction of discrete Key Stages for the primary and secondary phases of education not only impeded, but exacerbated the resolution of issues which contributed to a lack of continuity and progression in pupils' learning in science during the transitional phase.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.310055  DOI: Not available
Keywords: Education & training Education
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