Overview
 Contents
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Transformations – the results
of research
For each of the two curriculum innovations (‘Energy transfer’ and ‘Energy
and Change’), we first identified the intended actions implied by the innovations.
We then looked for their existence, absence or transformation through teacher
case studies.
For the ‘energy transfer’ innovation, nine case studies of teachers
were undertaken. The findings indicate that the intentions of the National
Curriculum were often not addressed by these teachers. Their underlying
conceptions did not alter, only the terms they used to express them. A
similar finding also emerged in the analysis of science textbooks.
The research on ‘Energy and Change’ drew on case studies of four teachers
implementing this innovation in their schools. The results of the research
show that the innovation was transformed and adapted in each case to the
school’s ethos, to the teachers’ pattern of work and to what the teachers
already knew.
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