DOCUMENT RESUME ED 104 725 SE 019 039 AUTHOR Chalupsky, Albert B.; And Others TITLE Going Metric: An Analysis of Experiences in Five Nations.and Their Implications for U.S. Educational. Planning. Final Report. INSTITUTION American Institutes for Research in the Behavioral Sciences, Palo Alto, Calif. SPONS AGENCY National Inst. of Education (DREW), Washington, D.C. REPORT-NO AIR-41800-2/74-FR PUB DATE 74 NOTE 140p.; For a related document, see SE 019 040 EDRS PRICE MF-$0.76 HC-$6.97 PLUS POSTAGE DESCRIPTORS Curriculum; Educational Experience; *Educational Planning; *Instruction; International Piograms; *Mathematics Education;.Measurement; *Metric System; Research; *Surveys; Teacher Education ABSTRACT This study was undertaken in order to gather information concerning conversion to the metric system by other countries which sight be useful in planning for conversion by the United States. Representatives of organizations in five countries (United Kingdom, Australia, South Africa, stew Zealand, and _Canada) which had recently converted to the metric system were surveyed. The survey instrument was designed to cover 15 key areas related to influences for and resistance to conversion, scheduling, teaching strategies, development of materials and programs, and suggestions for the United States. Concurrently with the survey the investigators' developed an overseas data collection network and a complex information storage system, and conducted an intensive literature review. Findings are related to:(1) the identification of groups exerting influence for metrication; (2) strategies, materials and special problems of metric instruction; (3) teacher training; and (4) changes respondents would make in their country's approaches. Nine implications and recommendations are posed by the investigators. This report includes discussionS of the programs in each of the five countries and an extensive bibliography. (SD) U.S. OEPARTMENT OF HEALTH. EOUCATION & WELFARE NATIONAL INSTITUTE OF EOUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF rq EOUCATION POSITION OR POLICY r- FINAL REPORT irf1 CD r--1 C3 W GOING METRIC: AN ANALYSIS OF EXPERIENCES IN FIVE NATIONS AND THEIR IMPLICATIONS FOR U. S. EDUCATIONAL PLANNING ip 1 i NATIONAL INSTITUTE OF EDUCATION PROJECT NO. 3-2173 ALBERT B. CHALUPSKY JACK J. CRAWFORD EDWIN M. CARR 1974 I iroria4.660111.o, 04' 41110111..1 I I b1 4 "sod 0AMERICAN INSTITU ES FOR RESE RCH 0" 0Post Office Box 1113 f Pa o Alto, California 94302 AIR-41800-2/74-FR FINAL REPORT GOING METRIC: AN ANALYSIS OF EXPERIENCES IN FIVE NATIONS AND THEIR IMPLICATIONS FOR U. S. EDUCATIONAL PLANNING National Institute of Education Project No. 3-2173 Albert B. Chalupsky Jack J. Crawford Edwin M. Carr American Institutes for Research in the Behavioral Sciences Palo Alto, California 1974 The research reported herein was performed pursuant to a grant contract with the National Institute of Education, U. S. Department of Health, Education, and Welfare. Con- tractors undertaking such projects under Government spon- sorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official National Institute of Education position or policy. 3 TABLE OF CONTENTS Page LIST OF TABLES iv LIST OF FIGURES iv ACKNOWLEDGEMENTS SUMMARY vii INTRODUCTION 1 Early History of Metric Conversion 1 Recent U. S. Experience 3 Impact of Metric Conversion on Educational Practices 7 OBJECTIVES 11 PROCEDURES 12 Creation of Overseas Data Collection Network 12 Design of Information Storage System 14 Intensive Literature Search and Analysis 18 Direct Survey of Key Organizations 19 OVERVIEW OF METRICATION IN SELECTED COUNTRIES 23 United Kingdom 23 Australia 36 South Africa 49 New Zealand 57 Canada 65 FINDINGS 73 Groups Exerting Positive Influence for Metrication 74 Teacher Training 76 Instructional Strategies 81 Metric Instructional Materials 91 Problems in Metric Education, and Some Solutions 93 Special Problems in the Instruction and Use of the Metric System 108 Respondents Would Change their Country's Approach to Metri- cation 112 iii 4 TABLE OF CONTENTS (Cont.) Page IMPLICATIONS AND RECOMMENDATIONS FOR U. S. EDUCATION 116 REFERENCES 124 APPENDIX A Systme International d'Unites -(SI) A-1 APPENDIX B - OrganizationsRepresented by Survey-Respondents . B-1 LIST OF TABLES Table Page 1 Summary Data on OrganizationsContacted and Responding 22 2 Representative Example of British TeacherTraining Courses in 1970 77 3 An Example of the Training ApproachUsed in British Industry (Petroleum Board, 1972) 87 LIST OF FIGURES Figure Page Organization of the British MetricationBoard (Metrication Board, 1970) 26 2 Organization of the Australian MetricConversion Board (Metric Conversion Board, 1973a,p. 13) 39 3 Stamps Commemorating Australia's Conversionto the Metric System 48 4 Steering Committees of the Canadian'Metric Commission 69 5 Example of Canadian Pos:_er to Encourage "ThinkingMetric" 72 iv ACKNOWLEDGEMENT-S It is impossible to acknowledge the contributions of each of- the hundreds of individuals Who provided the basic information upx1 which this report is based. Of special significance were the contributions of information and materials from the officials and employees of the metric conversion boards and the many other organizations and associations surveyed in the United Kingdom, Australia, South Africa, New Zealand and Canada. Many contributed greatly of their time in responding to our queries. Particularly generous with their assistancewere Dr. H. L. Prekel of the South African Bureau of Standards; Mr. B. McGaw, Staff Inspector, Department of Education, Queensland, Australia; Dr. Iau McCay, Department of Science, Canberra, formerly Secretary to the Education and Industrial Training Advisory Committee of the Australian Metric Conversion Board; and the Baroness Eirehe White, Deputy Chairman of the British Metrication Board. In Canada, special note should be made of the contri butions of Mr. Paul Boire, Executive Director of the Canadian Metric Commission, and his staff; Mr. John Buchanan of the Consumer Research Branch, Department of Consumer and Corporate Affairs; and Professor H. D. Allen of the Nova Scotia Teachers College. Many individuals in the U. S. also supplied helpful assistance. Particularly noteworthy was the continued encouragement and assistance offered by Mr. Jeffrey Odom of the Metric Information Offi:: cf -the National Bureau of Standards and the information provided by Mr. Louis Barbrow of the same office. Throughout the course of this project, Dr. Robert Beezer, NIE Project Officer, provided valuable advice and counsel. The study could not have been conducted without the assistance of our overseas representatives: Dr. and Mrs. David Hawkridge in Britain, Dr. Patrick McDonnell of Australia, and Professor M. D. Hills of New Zealand. Dr. David Beswick of Australia supplied very useful information and advice during the project planning stage.Mr. and Mrs. A. O. H. Roberts v were instrumental during the early stages of the project and provided important information during their visitsto Great Britain and South Africa. Finally. we would like to cite the excellentsupport. provided by Ms. Laura.Newmark, Ms. Roberta Steiner and Mr. John French ofthe AIR technical Library, and the contributions of the AIR studyteam which included Ms. Karen Cloyd, Ms. Carolyn Davis and Ms. CarolynUyemuta, in addition to the three authors. Needless to say, any errors theremay be in this report are the responsibility of the authors. Albert B. Chalupsky Project Director vi SUMMARY The'U. S. -is now approaching total commitment to "going metric." This pervasive change will present substantial education and training problems. We are in a unique position to make effective and timely use of the metric conversion experiences now occurring in five other countries: the United Kingdom, Australia, South Africa, New Zealand, and Canada. The major objectives of this exploratory study were: to review metric conversion in these selected foreign countries to identify atten- dant educational problems; to ,examine the edudational changes made to facilitate conversion; to relate such conversion steps -to problems and progress; and to make recommendations on how the experiences of countries undergoing conversion can best be utilized in the U. S. A four-pronged approach was employed to explore metric conversion in education in the five countries. This included: the creation of an overseas data collection network; the design of an information storage system; an intensive literature search and analysis, and a direct survey of key educational organizations. The approach to metrication in the five target countries is reviewed. The recent metrication history of each country is described along with the metric organization developed, the schedule, and major strategies employed. Major findings include: the identification-of groups exerting posi- tive influences for metrication; a description of extent and kinds of teacher training undertaken; a summary of major instructional strategies; and a review of training materials development and usage. Specific problems in metric education are identified and coping strategies-are described. These include problems of: resistance to change; inadequate materials; equipment conversion; teacher training; vocational training;