ABSTRACT
What can we say about what happens when the aims and ideology of an innovation take active shape in real classrooms? How are the activities of teachers and students shaped by a decision to change the content of science, mathematics and technology education? Does it make a difference whether the decision is spelled out in some visionary statement from a government agency or society of scientists, or in a set of written guidelines, or in an officially-approved curriculum framework, or in a package of instructional materials? In what ways do prevailing views of teaching and learning affect real teachers and students.
