Curriculum reform and choice of science: Consequences for balanced and equitable participation and achievement

In 1988, most schools in Western Australia adopted a Unit Curriculum structure in the first three years of high school, following piloting of the scheme in seven schools in 1987. The goais of the Unit Curriculum are stated to be excellence, equity, and relevance, and one of its key features is the increased flexibility students have in making their subject selection. This article reviews the science enrollment and achievement patterns of males and females studying in the pilot schools in 1987, and for the first three years of the operation of the Unit Curriculum in 1988, 1989, and 1990. The data indicate that lowering the age for subject choice is associated with a reduction in the amount of science studies, especially by females, and with the early manifestation of sex-stereotyped subject selection. It appears that if early sex stereotyping is to be avoided, then students need to be provided with more structure in their selection of units. This article emphasizes the need for all involved in system-wide curriculum change to be fully informed of the potential benefits and dangers of curriculum models which allow wide flexibility, especially where curriculum change affects students' “choice point”.     

Understanding technology: the development of a concept

Children's perceptions about technology were measured using a Writing/Drawing Activity and a Picture Quiz, administered to approximately 300 grade three to six children in six primary schools in the English Midlands. The results indicate that although many children associate technology only with computers and modern appliances, overall there is a variety of ideas, with the more complex and coherent among older children. Subsequently interviews were carried out with 81 of the children to explore their reasons for choosing items which they said were something to do with technology. The children were able to respond in a thoughtful and consistent manner. Even when the children professed not to know what technology is, they often used an alternative but consistent explanation. A tentative model describing the development of children's ideas about technology is presented.     

Prisoners of our own perspectives: recasting action research in modern/postmodern times

The case that contemporary social theories such as postmodernism can be used in the reflection stage of Action research is the central theme of this paper. Using the modern/ postmodern couplet, the paper attempts to challenge the Action researcher who is prepared to acknowledge the value of alternative views.