As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current (DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school physics teachers. These interviews explored teachers' perceptions of difficulties in student learning…

Reports on the use of a HyperCard-based tool by preservice teachers to create and modify concept maps about science- related subject matter. Data gathered from interviews, journals, and concept maps indicate that the concept-mapping tool was easy to use and allowed teachers to organize their cognitive frameworks into more powerful integrated…

Uses data from a survey of Perth lower secondary science teachers to reveal low levels of inquiry and determine the nature of the laboratory work undertaken by their students. Contains 29 references. (DDR)

Uses case studies to explore the pedagogical reasoning ability of second-year preservice primary teachers. Reports that the framework provided in a problem-based science education course enabled the teachers to refine their reasoning ability and to integrate their science knowledge, curriculum knowledge, and knowledge of learners. (Author/JRH)

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.…

Explores the issues and concerns identified by a small group of teachers implementing technology using the document "A Statement of Technology for Australian Schools". Reviews four key questions posed by the teachers and argues that teachers' questions about their own beliefs and practices should drive professional development in…

Explores the involvement and professional growth of a teacher in a professional development project entitled Simply Science. Findings indicate an increase in the teacher's pedagogical content knowledge and confidence in teaching science and a change in her views about cooperative learning strategies. Discusses implications for the design of…

There is movement in Australia towards requiring an initial degree for entry into teacher education programs in hopes of improving science teaching in primary schools. Upon entry into preservice education degree programs, Australian and Canadian student teachers were interviewed to determine whether first degrees influenced perceptions about…