Key points are not available for this paper at this time.
The physical science curriculum in Dutch junior secondary education in operation since 1993 includes environmental issues, be it in the context of decision‐making by students or not. A small‐scale research and development project with the aim of providing an empirical base for the required educational innovations started in 1990 as a cooperative effort of the Institute for Curriculum Development (SLO) and the Centre for Science and Mathematics Education (CDβ). This article presents a case study of the teaching of one of the environmental issues in the physical science curriculum‐‐waste‐‐with a focus on the interaction between the development of a teaching unit and its use in classroom practice from the perspective of the students’ perception of this science‐related social issue.
J. Kortland (Wed,) studied this question.