Seeking Directions for Change: the personalisation and politicisation of science education

ABSTRACT This article concerns the ways in which science education can and should respond to a variety of contemporary concerns and crises: economic, educational, socio‐political and environmental. In acknowledging the need to develop a curriculum that pays much more attention to technology and environmental education, a case is made for reorganising and reorienting science education in such a way that attention is directed towards questions of personalisation and politicisation. Some implications for curriculum development strategies and teacher education are discussed.