Abstract
To help support primary school students to better
understand why science matters, teachers must first be supported to
teach science in ways that matter. In moving to this point, this paper
identifies the dilemmas and tensions primary school teachers face in
the teaching of science. The balance is then readdressed through a
research-based examination of some of the components underpinning
quality science learning and teaching practices. Stories of teachers
reshaping their science teaching to enable practical applications of
these elements in future practice are shared to illustrate what is
possible.
understand why science matters, teachers must first be supported to
teach science in ways that matter. In moving to this point, this paper
identifies the dilemmas and tensions primary school teachers face in
the teaching of science. The balance is then readdressed through a
research-based examination of some of the components underpinning
quality science learning and teaching practices. Stories of teachers
reshaping their science teaching to enable practical applications of
these elements in future practice are shared to illustrate what is
possible.
Original language | English |
---|---|
Pages (from-to) | 64-78 |
Number of pages | 14 |
Journal | Australian Journal of Teacher Education |
Volume | 41 |
Issue number | 4 |
DOIs | |
Publication status | Published - 2016 |