Abstract
Prior to 1988 science education was characterised by a minority of pupils having access to science. The advent of a National Curriculum for Science introduced compulsory science education between the ages 5-16, yet despite this move the uptake of students choosing to study science post 16 has not increased in physics and there is a national shortage of maths, chemistry and technology teachers. The current curriculum is seen as inherently flawed by many people, who believe that only a radical rethink of science education will enable young people to participate as scientifically literate citizens in a democratic society. This paper considers the nature and extent of curriculum reform over the past two decades and the evaluation systems in place. It concludes with a suggested vision for science education in the 21st century.
