Author: Fensham, Peter, Corrigan, Deborah, Sheed, Jennifer, Hutchinson, Rosemary
Type of paper: Abstract refereed
VCE Chemistry, like many other VCE studies, includes a number of quite novel curriculum features. The educational intention of these has been communicated in a variety of ways to those who are teaching the subject in schools. These curricula also include some degrees of freedom for individual school or teacher interpretation that is unusual for senior secondary curricula in Australia (or elsewhere). This paper describes a research approach, involving a longitudinal data collection, that attempts to probe the extent to which meaning is shared in such a curriculum implementation.