Feature of Science Education at Lower Secondary School in Victoria, Australia: through analyzing curriculum and classes

Abstract

The aim of this study is to show the features of Science Education at Lower Secondary School in Victoria, Australia, through analyzing formulated curriculum at national and state level and real classes. At the time, we dealt with the study of Ecosystems and analyzed how curriculum is reflected in real classes, how teachers interpret formulated curriculum and how they make and develop classes. As a result, in Victoria, teachers have tried to maintain the elemental national framework and make curriculum that responds to actual conditions of state, and school, flexibly. In addition, in the class of ecosystem, teachers have aimed to learn and develop science knowledge and skill of that science at work. As for the sustainability of education, the teacher recognizes that it's important to develop environment-conscious citizenship, to make students develop understanding about environmental problems, and to find the solutions.