Abstract
Summary Ninety‐two ordinal variables discriminated between secondary teachers divided according to their familiarity with or adoption of materials from 17 new science curriculum projects. Seventy‐six of the variables discriminated in both analyses of familiarity and adoption. The majority of 38 variables which discriminated for only one analysis occurred in three groups. Variables concerning communication identified most differences between teachers based on their familiarity with new projects. Variables concerning facilitating / limiting factors or the importance of outcomes in science teaching identified most differences between teachers based on their adoption of new projects.
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