Better Science 2: Choosing Content
Choosing Content was the second in a series of 12 booklets published by Heinemann and the Association for Science Education to explore the issues arising from moving towards a broad and balanced science education for all young people. The main purposes of this booklet were:
• to consider what content is
• to explore how the content of school science might be chosen
• to argue for a reduction in traditional curriculum content
• to suggest major topics for science
• to illustrate aspects of science content through examples
• to consider some of the implications of what we say.
SECTION ONE Setting the scene
• What is content?
• Whose content is it?
• Why reduce content?
• Electricity: an example
• Other messages
SECTION TWO Time for competence
• Time allocation
• Competence: a concern for outcomes
• Relevance and usefulness
• Being competent
• Progression and levels of attainment
• Criteria for selecting content
• Our criteria
• Aims versus criteria
SECTION THREE The content list
• Areas of study
• Processes, skills and attitudes
• Why these items?
• Other lists of content
• Why these processes, skills and attitudes?
SECTION FOUR Examples
SECTION FIVE Implications: final comments
• Further study
APPENDIX Part of the work of the work of Humberside group:
• A Coordinated Science Programme
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