Abstract
Policy studies in science education do not have a particularly high profile. For science
teachers, policy lurks in the background, somewhat disconnected from their normal
classroom practice; for many, it is simply taken-for-granted. This paper analyses policy
documents which have emerged from Curriculum for Excellence (CfE) that impact on
science education. It does so through the prism of Roberts’ (2007) visions and image of
science curricula to ask (i) how the stated rationale or vision for the science curriculum is
reflected in the published experiences and outcomes (E&Os); (ii) what policy image of
science education do these E&Os portray; and (iii) how well do these fit with teachers’
current experiences and (evolving?) classroom practices. We argue that there is a
disconnection between the stated purposes of Scottish science education and the published
E&Os. Pupils’ development towards functional scientific literacy cannot be achieved if there
is confusion as to the purpose(s) of education in science. Greater clarification as to what the
priorities are and should be for Scottish science education is required in order that significant
change takes place.
Original language | English |
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Pages (from-to) | 53-67 |
Number of pages | 14 |
Journal | Scottish Educational Review |
Volume | 45 |
Issue number | 1 |
Publication status | Published - 2013 |