Valda Kirkwood

TL;DR: The authors argue that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself.

TL;DR: The Learning in Science Project (Energy), abbreviated to LISP (Energy) is a three-year project funded by the New Zealand Department of Education to investigate teaching and learning about the energy concept in New Zealand primary and secondary schools as discussed by the authors.

TL;DR: The role of the science education tutor in creating an environment that will encourage and enable teachers and student teachers to learn effectively is examined in this paper, based on the experiences of the authors in working in preservice and inservice courses for both secondary and primary teachers'courses which have adopted a constructivist view of science learning.

TL;DR: The authors explored aspects of professional development for teachers of science and mathematics in schools in rural Australia and identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities.

TL;DR: In this paper, the authors analyse the Australian School Innovation in Science, Technology and Mathematics (ASISTM) project in rural Australia and conclude that these initiatives differ in significant respects from traditional school science, and offer the possibility of productive future directions.