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An evaluation of the implementation of the junior secondary science syllabus in N.S.W.

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Summary and conclusions

This paper has reported on two of the methods used to evaluate the implementation of the N.S.W. Junior Secondary Science Syllabus. The study was designed to address a number of questions which formed the framework for the construction of interview schedules. The data obtained using the interview schedules in turn provided the basis for the construction of questionnaires pertinent to science teachers in N.S.W.

The questionnaire data reinforced by the interview data suggest that teachers are generally favourable to the notion of a syllabus which allows teachers feedom of choice in selection of contentprovided that they are given the support necessary to take advantage of this freedom with confidence.

This study is seen as an integral part of the cycle of Syllabus development. It is distinctly formative rather than summative evaluation. (See Scriven 1967.) Regular and frequent communication with the teaching force is vital to the formation of a Syllabus which is in touch with teacher's needs as curriculum developers and implementers.

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References

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Authors
  1. Sue McBurney
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McBurney, S. An evaluation of the implementation of the junior secondary science syllabus in N.S.W.. Research in Science Education 7, 51–60 (1977). https://doi.org/10.1007/BF02643112

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  • DOI: https://doi.org/10.1007/BF02643112

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