Change – A Desired Permanent State in Science Education



Calls for reform in education abound in a climate of rapid change. Research evidence, however, suggests that fundamental, sustainable, and widely spread change is inherently difficult to achieve. The challenge is augmented by dilemmas in the realization of ambitious goals, and the fact that science education does not operate in isolation, but is nested within schools and societal institutions. Based on cases of change in different educational contexts, issues persist and keep reemerging. Yet, despite not fully realized expectations, past attempts left imprints which gradually accumulated into significant contributions. While aware that schools and teachers need stability, the main message is that to rejuvenate and enhance science education continuously, change is a desired permanent state that should become the norm.


Assessment Curriculum Learning Reform Teaching 


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© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Independent ScholarTel AvivIsrael

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