Science! Fun? A critical analysis of design/content/evaluation

School science discourse is analysed through professional research literatu re, curriculum materials, professional development materials, and popular a nd mass culture science materials, including the world-wide-web. The crucia l role of fun is used as a node through which to understand how school scie nce practice is intimately connected with theories of motivation so that sc hool science practice can be interpreted as a technology of power. Web page s and television programmes are analysed as extreme cases of the applicatio n of this discourse, revealing an overarching representation of science cur riculum. Alternative directions for classroom practice are suggested.