The teaching of electronics in schools and further education: a case study in curriculum change

Abstract

This case study describes the development of Electronics within the curriculum in line with how both (Reid and Walker 1975, Case Studies in Curriculum Change) and (Goodson 1983, School Subjects and Curriculum Change) discussed changes in terms of theories of curriculum change. Alternative definitions of the term innovation are reviewed and for the purpose of this study a definition is adopted which includes syllabus change and major changes of scale and strategy. The study gives an outline of the major theories of innovation and implementation strategy. Features of centralisation and rationalisation are described in so far as these features led to current educational initiatives. An account is given of how Electronics developed as a topic within 'A level Physics, a subject within B.E.T'.E.C. (previously G.N..C./T.E.C.) and as a separate G.C.E. subject. Data on examination entries in G.C..E. and C.3.E. Electronics are presented. These data ore related to the size of L.E.A.s, the type of centre, and also to explore the viability of G.C.E./G.C.S.E.. provision in Electronics. Initiatives such as M.E.P., T.V.E.I., C.P.V.E., S.3.C.R. are described as they are expected to have a significant Impact on the growth of Electronics. The position of Electronics within the curriculum and its educational value are discussed. Comment is made on the Systems and Components approaches to Electronics and on the importance of project work. Teacher difficulties with project work are noted and suggestions are made on the use and range of equipment available so that a suitable teaching style may be developed.