The demise of fieldwork as an integral part of science education in United Kingdom schools: a victim of cultural change and political pressure?

Abstract

Science education in United Kingdom schools had usually included elements of fieldwork; over time it had become part of the traditions and culture of school science. The nature of this work had not only reflected the age and abilities of the student, but had also responded to the numerous changes to curriculum content, methods of teaching and examination procedures, which have taken place over several decades. This article will examine how fieldwork provision has been affected by fundamental changes to the education system of the United Kingdom during the last decade. The introduction of a Statutory Curriculum for England and Wales in 1988, along with new management structures within the education system, have caused attitudes to fieldwork to change radically. The dramatic decrease in the amount of fieldwork carried out as part of a normal science education is seen to have several possible root causes including an over prescriptive science curriculum, financial constraints, changing professional values and bureaucratic complexities. The article identifies and analyses some of the factors that are seen by practicing teachers as undermining the position of fieldwork in science education and goes on to comment on potential consequences of large-scale organizational change in schools.