Abstract
The work begins by presenting evidence to support the need for introducing applied science into the school curriculum and then attempts to categorise the various techniques developed by schools for this purpose. Consideration is given to the design and development of five purpose built school applied science laboratories, and the success or otherwise of their accociated teaching programmes. As only a small number of these laboratories have been built the facilities and conditions existing in typical schools representing the less fortunate majority have been examined, and the reasons which prevented the immediate introduction of applied science activities identified and tabulated. The work investigates also the possibility of schools utilising facilities offered by science museums as a means of supplementing or complementing their own resources for applied science teaching. Attitudes towards, and achievements in the field of school applied science teaching and museum education have been studied at first hand in Japan and America, with particular reference to the needs of the high school student. An account is included also of the development and teaching value of a unique drama production, linking science with the theatre, staged to interest very young children in the fundamentals of applied science. The thesis ends with a policy description and evaluation of an approach to applied science teaching devised by the Shell School Technology Programme, in an attempt to overcome the problems known to be facing secondary school science teachers wishing to introduce their senior students to technology.