There are many different categories of people who are in a position to make an effective contribution towards science education improvement. One group, including scientists, educators and individual classroom teachers, generates the innovative ideas. Another group, the designers, hopefully including some members of the first group plus specialists in the use of media, develops materials and programmes from these ideas. Finally, there is the small but influential group of people with the power to make decisions about funding and later to implement such activities by, for example, introducing them into the school systems. Without their support, the work of the innovators would never be implemented on a large scale.
Science forms the Personality .
In 1956, the above volume was considerably expanded with suggestions for making simple equipment and for carrying out experiments using locally available materials. Prepared by J.P. Stephenson, science master at City of London School, this 88-page, fully illustrated booklet shows how teachers lacking elementary scientific equipment can make apparatus from simple, everyday materials and at little cost. Impact was published from 1950 until 1992. The report of the International Commission on the Development of Education. Including some 260 institutions in 147 countries, out of which 27 non- governmental organizations.