Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation

Abstract

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 on the interactions between the 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 the curriculum development is the inevitable tension that arises between stakeholder groups such as: government, 'industry', curriculum developers, teachers, school authorities, teachers and students.