This paper is based on the first author's extensive examination of her teaching and her students' learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific…

This paper investigated the use of term recall and recognition tools for learning terminology and concepts in a senior biology classroom. The paper responded to a set of research questions from a teacher researcher perspective, making use of data collected from the teacher researcher's classrooms over several years, based on the implementation of…

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of…

This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching and Learning (STaL) Project, in which groups of science teacher participants (across years K-12) worked with academics over a one-year period as teacher researchers. Through reflecting on their experiences within the STaL…

While the development of pedagogical content knowledge (PCK) is considered to be a goal of teacher education, teaching about the concept itself is an unusual practice. In this case study, we explore the outcomes when a teacher educator explicitly introduces student-teachers to ideas about PCK through the use of a CoRes and PaP-eRs…

Science faculty at one Australian school initiated a school-based professional development program that accommodated their needs through a collaborative approach to observation and discussion of their classroom teaching. Interviews indicated that they considered the program valuable and adapted it to their changing needs. The impetus for change…

Outlines an attempt to respond to some findings from the Science Education Professional Development Project (SEPD). Discusses factors affecting teachers' views of professional development, minimal relationship between professional development activities and shifts in teacher pedagogy, and school-based professional development. (JRH)

Reports on how science teachers might work to improve their students' use of science process skills in ways that will contribute to their meaningful learning during laboratory activities. (Author/WRM)

Explores the problems that a national strategy for the professional development of science teachers attempted to address, and reports on the theme of "loose connections" that emerged. Highlights the weak sense of professional community found among science teachers and their isolation from potentially beneficial influences on their work.…

This study describes the emerging themes and issues that impact on learning to teach science. The study examined whether the "language of schooling" that novices have been exposed to conflicts with the actual demands of practice, and how this conflict is resolved. Study participants were 14 Australian science graduates who had completed…

This paper describes the rationale for and progress in a substantial research project that aims to develop an understanding of science teachers' pedagogical content knowledge. The background to and purposes for the project are explained. Related projects that study pedagogical content knowledge (PCK) are also described. Approaches to identifying…

In coming to better value teachers' knowledge and practice, there is a need to be able to articulate and document what teachers know and are able to do. This is central in coming to understand pedagogical content knowledge (PCK). This paper presents a working understanding of PCK as it has emerged through a research project and describes the…

This paper provides the material for an interview/discussion of the teacher as researcher involved in a self-study of his own teaching activity. Opening sections describe the original self-study conducted by a teacher over the course of the 1993 school year while teaching secondary school math and science in Australia. These sections also briefly…

This paper explores perspectives on self-study in teaching and in research through a longitudinal school-based professional development program for science teachers. The exploration focused on two broad perspectives: (1) self-study can be both personal and collaborative; and (2) self-study can be of teaching and of research. The professional…

This paper reports on an interview study conducted with 80 science teachers in 12 secondary schools across Australia. The study was one component of the Science Education Professional Development Project, charged with developing a national strategy for enhancing the professional development of science teachers. Initial interviews were conducted…