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DOI

10.14221/ajte.2016v41n4.4

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.

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Link to publisher version (DOI)

10.14221/ajte.2016v41n4.4