The impact of the national curriculum on secondary school science teaching in England and Wales

Abstract

This paper uses questionnaire data to examine the impact of the national curriculum on secondary school science teachers' work in England and Wales. While many of the changes might have been anticipated, others are surprising and a cause for concern. The evidence suggests that, in a significant number of schools, less time is being spent upon practical activities in the laboratory and pupils are presented with a narrower range of laboratory activities. In addition, a substantial proportion of teachers judge national curriculum science to be insufficiently flexible to allow them to meet the needs of all their pupils and provide them with an enjoyable scientific education.