Upper Secondary School Physical Science Curricula in New Zealand after the National Qualifications Framework Reforms |
| |
| Authors: | Barend Vlaardingerbroek and T G Neil Taylor |
| |
| Institution: | (1) Department of Education, American University of Beirut, Fisk Hall, Bliss St., Beirut, 1107-2020, Lebanon;(2) University of New England, , |
| |
| Abstract: | The recent structural reforms in New Zealand education have given schools and teachers unprecedented freedom in curricular
design and delivery. Using official educational award statistics for 2004 and data arising from a study of 23 schools' upper
secondary science curricula in the same year, this study represents an early monitoring of the impact of the reforms on upper
secondary enrolments and course compilations in the physical sciences using biology as a reference point. Enrolments in physics
and chemistry courses relative to biology did not appear to have changed, but there had been an expansion of physical science
education through combined science programmes in years 12 and 13, although the profile of physical science in these tended
to be low. Teachers exhibited a strong liking for highly focussed laboratory-based internally assessed modules, and it is
recommended that curriculum designers provide a greater variety of internally-assessed modules specifically targeting unconventional
physical science programmes.
An erratum to this article can be found at |
| |
| Keywords: | chemistry education internal assessment National qualifications framework physics education standards-based assessment |
| 本文献已被 SpringerLink 等数据库收录！ |
|
