Innovations in the Spanish science curriculum: a view of a systemic reform
The general reform of the educational system in Spain was initiated in the mid-1980s. In this systemic reform, three major changes have been taking place at the same time: structural, organizational, andcurricular. Withinthis framework, this paper, basedon case studies, focuses on some of the main outcomes of the evaluation study of the Spanish reform. The study, focused on the science curriculum in the Spanish lower secondary school, shows the complexity of the changes proposed from the perspective of the actors involved.
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