The preparation and implementation of an individual course in electronics for students of varied abilities in grades 9 and 10

Compared with technologically advanced countries overseas, Tasmania lacks two important assets: firstly, a well established basis of high technology industry, and secondly, a willingness on the part of the population in general to concede that Tasmania's future prosperity and competitiveness on world markets will depend at least in part on emphases and directions in today's Science and Technology education. This dissertation describes the factors, rationale, processes and outcomes associated with attempts to address the above problems in relation to the availability of Electronics in the secondary education curriculum. The period covered, 1982 to 1989 inclusive, has seen Electronics \rise\" from a minor and incidental aspect of the curricula of some schools and colleges to a coordinated and flexible set of curriculum offerings covering the span from Year 9 to Year 12 and offered in some form in nearly half of the schools in the State. Unsupported by both the Schools Board and the Education Department at the beginning of this period the subject now has the full support and encouragement of both of these bodies. Appendices 1 and 2 contain teaching and syllabus materials respectively which have been developed as parts of the overall approach to the problem of providing enticing interesting and worthwhile programs of study in this area: programs which are aimed at giving students the best possible insights and skills and at improving their ability to determine how Science and Technology can best be used to improve man's prosperity and to support the continuing survival of the human race."