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A curriculum innovation framework for science, technology and mathematics education

journal contribution
posted on 01.01.2011, 00:00 authored by Russell TytlerRussell Tytler, David Symington, Craig Smith
There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning.

History

Journal

Research in science education

Volume

41

Issue

1

Pagination

19 - 38

Publisher

Springer Netherlands

Location

Amsterdam, The Netherlands

ISSN

0157-244X

eISSN

1573-1898

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2009, Springer Science + Business Media B.V.