Abstract
Recent views of science curriculum in the United States and to a lesser extent in Israel are analysed. The ideas draw from recent status studies, attempts at synthesis and new public interest in science education. A broader definition of science curricula is offered ‐one that does not depend upon the content or the traditional discipline of science. Seven new directions are identified for science programmes. They are: to emphasize science in a social setting; to include the applications of science as central; to stress local relevance in establishing a plan; to utilize the many dimensions of science in planning student experiences and teaching approaches; to provide a variety of ways for students to explore, explain, and test the universe and their ideas about it; to focus on the resolution of problems and issues while de‐emphasizing the solution of test and teacher‐made problems; and to provide direct experience with science, thereby displaying the traditional content as derivatives of the curriculum rat...
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