{"title":"连锁反应","authors":"Stuart Bevins","doi":"10.4018/978-1-5225-5439-4.CH003","DOIUrl":null,"url":null,"abstract":"This chapter describes aspects of the successes and obstacles in the delivery of chain reaction in school science classrooms in England. It offers an overview of recent education reform in England and moves on to discuss the implementation of the program and provides anecdotal evidence from teachers to support emerging themes from the delivery experience. Issues of “time” restraints and over-burdened “curricular” as barriers to the deployment of inquiry approaches are highlighted by identifying positive outcomes and offering implications for science education across Europe.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"98 6 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Chain Reaction\",\"authors\":\"Stuart Bevins\",\"doi\":\"10.4018/978-1-5225-5439-4.CH003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter describes aspects of the successes and obstacles in the delivery of chain reaction in school science classrooms in England. It offers an overview of recent education reform in England and moves on to discuss the implementation of the program and provides anecdotal evidence from teachers to support emerging themes from the delivery experience. Issues of “time” restraints and over-burdened “curricular” as barriers to the deployment of inquiry approaches are highlighted by identifying positive outcomes and offering implications for science education across Europe.\",\"PeriodicalId\":352651,\"journal\":{\"name\":\"Comparative Perspectives on Inquiry-Based Science Education\",\"volume\":\"98 6 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-03-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Comparative Perspectives on Inquiry-Based Science Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-5225-5439-4.CH003\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Comparative Perspectives on Inquiry-Based Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-5225-5439-4.CH003","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter describes aspects of the successes and obstacles in the delivery of chain reaction in school science classrooms in England. It offers an overview of recent education reform in England and moves on to discuss the implementation of the program and provides anecdotal evidence from teachers to support emerging themes from the delivery experience. Issues of “time” restraints and over-burdened “curricular” as barriers to the deployment of inquiry approaches are highlighted by identifying positive outcomes and offering implications for science education across Europe.
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