The Science Curriculum; The Decline of Expertise and the Rise of Bureaucratise

Autor/in	Fensham, Peter J.
Titel	The Science Curriculum; The Decline of Expertise and the Rise of Bureaucratise
Quelle	In: Journal of Curriculum Studies, 45 (2013) 2, S.152-168 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2012.737862
Schlagwörter	Foreign Countries; Science Education; Science Curriculum; Stakeholders; Science Teachers; Scientists; Political Influences; Administrative Organization; Case Studies; Educational Policy; Public Policy; Public Officials; Educational Change; Educational History; National Curriculum; Australia + Suchen Sie Ihr Suchwort? Ausland; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Scientist; Wissenschaftler; Political influence; Politischer Einfluss; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Öffentliche Ordnung; Bildungsreform; History of education; Bildungsgeschichte; Australien
Abstract	The content for the school science curriculum has always been an interplay or contest between the interests of a number of stakeholders, who have an interest in establishing it at a new level of schooling or in changing its current form. For most of its history, the interplay was dominated by the interests of academic scientists, but in the 1980s the needs of both future scientists and future citizens began to be more evenly balanced as science educators promoted a wider sense of science. The contest changed again in the 1990s with a super-ordinate control being exerted by government bureaucrats at the expense of the subject experts. This change coincides with the rise in a number of countries of a market view of education, and of science education in particular, accompanied by demands for public accountability via simplistic auditing measures. This shift from expertise to bureaucratise and its consequences for the quality of science education is illustrated with five case studies of science curriculum reform in Australia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10