This study explores the background to the National Strategy as
developed for the teaching of science in England and Wales. The
conclusion, sadly, is that the initiative did not transform
teaching methods in the long-term, and student attitudes towards
the subject remain as ambivalent as ever. This study explores what
happened and considers what went wrong - to a large extent the
failure of the Strategy, despite the vast sums of money expended,
could be readily identified. The Strategy was over-ambitious,
generating too many areas of advice for the school teachers to
implement and embed in their daily work. In addition, the messages
were not repeated, and were given once during training sessions,
with attendees expected to cascade the ideas to their colleagues.
Ultimately this process failed, with excellent ideas being passed
over in a process of Initiative Overload, where schools became
faced with too many new concepts to absorb into their work. Swamped
by other pressures, the National Strategy for science became
submerged and lost, despite the merits of the messages.
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