Durham E-Theses The teaching of electronics in schools and further education: a case study in curriculum change Hunter, Donald William How to cite: Hunter, Donald William (1985) The teaching of electronics in schools and further education: a case study in curriculum change, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/9308/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 • I 1 ABSTRACT OF CONTENTS ' \ THE TEACHING OF ELECTRONICS IN SCHOOLS AND FURTHER EDUCATION: A CASE STUDY IN CURRICULUM CHANGE DONALD WILLIAM HUNTER B.Sc., Grad. E.R. Inst This case study describes the development of Electronics within the curriculum in line with how both (Reid and Walker 19751 Case Studies in Curriculum Change) and (Goodaon I983» School Subjects and Curriculum Change) discussed changes in terms of theories of curriculum change. Alternative definitions of the term innovation are reviewed and for the purpose of this study a definition is adopted which includes syllabus change and major changes of scale and strategy. The study gives an outline of the major theories of innovation and implementation strategy. Features of centralisation and rationalisation are described insofar as these features led to current educational initiatives. An account is given of how Electronics developed as a topic within 'Ar level Physics, a subject within B.E.T.E.C. (previously Q.N..C./T.E.C.) and as a separate G.C.E. subject. Data on examination entries in G.C..E. and C.3.E. Electronics ore. presented. These data ore related to the- size of L.E.A.s, the type of centre, and also to explore the viability of G.C.E./G.C.S.E.. provision in Electronics. Initiatives such as M.E.P., T.V.E.I., C.P.V.E., S.3.C.R. are described as they are expected to have a significant impact on the growth of Electronics. The position of Electronics within the curriculum and its educational value are discussed. Comment is made on the Systems and. Components approaches to Electronics and on the importance of project work. Teacher difficulties with project work are noted and suggestions are made on the use and range of equipment available so that a suitable teaching style may be developed. THE TEACHING OF ELECTRONICS IN SCHOOLS AND FURTHER EDUCATION: A CASE STUDY IN CURRICULUM CHANGE BY DONALD WILLIAM HUNTER submitted for M.A.(Ed) Degree at UNIVERSITY OF DURHAM SCHOOL OF EDUCATION The copyright of this thesis rests with the author. No quotation from it should be published without ^gg his prior written consent and information derived from it should be acknowledged. -9.GCT.i9B5 TABLE OF CONTENTS PAGE 1 ABSTRACT OF CONTENTS 1 2 TABLE OF CONTENTS 3 3 INTRODUCTION 12 4 INNOVATION 16 4.1 INNOVATION: ALTERNATIVE DEFINITIONS 17 4.2 MODELS OF INNOVATION THEORY. 19 4.2.1 - Mort, Rogers, Clark and Guba, 19 4.2.6 Carlson, Williams and Watson. 23 4.2.7 Rogers and Shoesmith 23 4.2.8 Havelock 2ft 4.2.9 Schon 27 4.2.10 House 50 4.3 INDIVIDUAL PARTICPANTS WITHIN 32 THE EDUCATIONAL MODEL 4.3.1 The Local Government 32 4.3.2 The Public 36 4.3.3 The Innovators, Change-agents 3? 4.3.4 The Head Teacher 39 4.3.5 The Teachers ^ 4.4. SURVEY OF IMPLEMENTATION STRATEGIES 52 TO THE LATE 1970'3 4.4.1 Miles 52 4.4.2 Rogers and Shoesmith 3^ 4.4.3/4 Rudduck and Kelly 3'+ 4.4.5 House 36 4.4.6/7 MacDonald and Walker 36 4.4.8 Pitman 3f< 4.4.9 Chin and Benne 39 4.5 CONCLUSION 62 -3- PAGE 5 CENTRAL CONTROL AND RATIONALISATION 63 5.1 FAILURE OF THE TRIPARTITE CONTROL OF 64 THE CURRICULUM 1972 - 1977 5.1.1 Criticism of Education Provision 64 5.1.2 The 'undermining' of the L.E.A.s 66 5.1.3 The demise of the Schools Council .68 5.1.4 The Teacher's Status is weakened 71 5.2 THE GREAT DEBATE AND IT'S AFTERMATH 72 5.2.1 The role of the D.E.S. 72 5.2.2 The Inspectorate 73 5.2.3 Criticism of the D.E.S. 74 5.2.4 The D.T.I, challenge to the D.E.S. 75 5.2.5. A Basis for Choice 77 5.2.6. National Policies 78 5.2.7 Recent changes 79 5.3 RATIONALISATION OF EXAMINATIONS 80 5.3.1 The 16+ Examination debate 8Q 5.3.2 The 16+ Provision 81 5.3.3 G.C.E. 'A' Level 82 5.4 CONCLUSION 82 6 ELECTRONICS IN THE SYLLABUS 8<' 6.1 THE FORM OF THE CURRICULUM 85 6.1.1 The view of the sociologists 85 6.1.2 - Phenix, Hirst, Taylor, 85 6.1.6 Eggleston and Holt 87 6.1.7 Action and Interaction Concept 88 6.2 WHY ELECTRONICS SHOULD BE IN THE CURRICULUM 90 6.3 ELECTRONIC SYLLABUSES AT '18+' 101 6.3.1 O.N.C. and T.E.C. 102 6.3.2 A.E.B. 'A' Level Electronic 112 Systems, 658 6.3.3 A.E.B. 'A' Level Electronics 121 Endorsement, 810 6.4 ELECTRONIC SYLLABUSES AT '16+' •124 6.4.1 A.E.B, 'A' Level Electronics, 080 124' -4- PAGE 126 6.4.2 A teaching approach 6.4.3 Modification to A.E.B. 080 128 6.4.4 Project work 129 6.4.5 Analysis of A.E.B. 080 132 examination entries 6.5 ELECTRONICS SYLLABUSES AT '17+' 133 6.5.1 Courses available 133 6.5.2 London AO 813 133 6.5.3 J.M.B. Electronics AO 136 6.5.4 Oxford AO 8859 137 6.5.5 Analysis of AO entries 137 6.6 ELECTRONICS IN 'A' LEVEL G.C.E. 139 PHYSICS SYLLABUS 6.6.1 Nuffield Physics 139 6.6.2 J.M.B. Physics 1*0 6.6.3 London Physics 141 6.6.4 Summary 1*2 6.7 OTHER EXAMINATION BOARDS 1*3 6.7.1 City and Guilds 1*3 6.7.2 C.S.E. and C.E.E. 1*3 6.7.3 Oxford Delagacy of Local ^4 Examinations 6.7.4 Cambridge Local Examination I*5 Syndicate 6.7.5 Craft, Design and Technology I*6 6.7.6 AS Levels I*8 6.8. ANALYSIS OF ENTRIES I*9 6.9 CONCLUSION 150 7 RECENT INITIATIVES IN EDUCATION 152 RELEVANT TO ELECTRONICS 7.1 MODERN INNOVATION THEORY 152 7.1.1 - Guba and Clark, Berg and 152 Ostergen, 7.1.4 House, and Miles I55 7.2 GENERAL FEATURES OF CURRICULUM CHANGE i56 7.3 MICROELECTRONICS EDUCATION PROGRAMME 157 7.3.1 McMahon and Anderson I57 7.3.2 Aims of M.E.P. I58 7.3.3 Changed Scope of M.E.P. i59 -5- PAGE 7.3.4 Organisation of M.E.P. 160. 7.3.5 Curriculum Development 160 7.3.6 Teacher Training 167 7.3.7 Information Dissemination 169 7.3.8 L.E.A. Participation 169 7.3.9 Conelus ion 171 7.4 SECONDARY SCIENCE CURRICULUM REVIEW 172 7.5 TECHNICAL AND VOCATIONAL EDUCATION INITIATIVE 175 7.5.1 Aims of T.V.E.I. 176 7.5.2 Sunderland T.V.E.I. Electronics 178 7.5.3 General Comment 179 7.6 GENERAL CERTIFICATE OF SECONDARY EDUCATION 182 7.6.1 Examianing groups 182 7.6.2 Proposals re Electronics 183 7.6.3 Potential Strength of Examining 185 Groups 7.7 CERTIFICATE OF PREVOCATIONAL EDUCATION 187 7.8 OTHER INITIATIVES 191 7.8.1 Southern Regional "Course 191 of Prevocational Study at 17+" 7.8.2 Y.T.S. 191 7.8.3 I.T.E.C. Centres 192 7.8.4 Open Learning 192 7.9 CONCLUSION 192 8 THE PROVISION AND USE OF RESOURCES 194 8.1 A PLACE FOR ELECTRONICS IN THE lg5 CURRICULUM 8.1.1 In Physics 195 8.1.2 In C.D.T. 199 8.1.3 Servicing role 200 8.2 TEACHERS' PROBLEMS 201 8.3 ASPECTS OF SAFETY 202 8.3.1 Electric Shock 202 8.3.2 E.L.C.B.s 203 8.3.3 Transformers 204 -6- PAGE 8.3.4 Power supplies 204 8.3.5 Other hazards 205 8.4 LABORATORY EQUIPMENT 208 8.4.1 Analogue and digital meters 208 8.4.2 Matching 210 8.4.3 Scales, overloading 212 8.4.4 C.R.O., general comment 212 8.4.5 Ring Oscillator, C.R.O. 213 frequency limits 8.4.6 C.R.O., use of probes 214 8.5 PROGRAMMABLE AND MEMORY DEVICES 216 8.5.1 V.E.L.A.