Science Education in Context: An Overview, and Some Observations

This book presents an international perspective of the influence of educational context on science education. By this we mean 'the context in which the teaching and learning takes place', rather than the use of a context-based approach to learning and teaching (Pilot & Bulte, 2006). The focus is on the interactions between curriculum development and implementation in non-Western and non- English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc.). There has been much written about the problems and issues associated with the development of curriculum, especially in science education. A complication in curriculum development and implementation is the mode of development, with the use of a centre-periphery model being common (McGee, 1997). Even with wide consultation, Bell, Jones and Carr (1995) comment that a key feature of curriculum development is the inevitable tension that arises between stakeholder groups such as: government, 'industry', curriculum developers, teachers, school authorities, teachers and students. Each of these cohorts holds certain views about what is important and what should (or should not) be included in any curriculum statement or policy document. It also is important to understand what the term curriculum means (Hume & Coll, 2005). Here we distinguish between the formal or official curriculum (i.e., that as represented in formal policy documents), and the implemented or enacted curriculum (i.e., the interpretation of official policy statements and subsequently delivered by teachers).