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Kes 3 - page 82 School-based 'Integrative Science' Curriculum…

- - - - the existing three science curricula (physics, chemistry and biology), instead of focussing on common scientific phenomena, tend to Indulge In specific aspects of each discipline, thereby constructing three disconnected entities in the mind of the pupil.
      - scientific concepts, such as 'energy', 'diffusion' and others, are taught differently in each subject by three different teachers therefore are usually conceived by the pupils as three different concepts
      - the existing curriculum, which is not enquiry oriented, cannot fulfil the fundamental objectives of science education,
      - the existing technologically oriented curriculum of the
        non-academic tracks lacks a scientific basis or background
  - - - the establishment of an interdisciplinary team (instead of three sub teams).
      - advocated radical change rather than 'cosmetic curricular
        improvements'.
      - administrative aspects of teaching, a new type of teamwork was
        introduced.
- - - - the most exciting and interesting subject
      - they had learned a lot and in particular that they had learned how to think.