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Moving ahead with the idea of science capabilities: What are teachers doing, seeing, and saying?

Sabina Cleary and Judith Bennetts

This article stems from a professional inquiry carried out by two secondary science curriculum and learning facilitators, as part of a continual strengthening of their facilitating practice. The article describes the reflections of several secondary science teachers as they progress their understanding of the science capabilities, and make changes in their classroom practices so that they develop these capabilities in their students. The teachers’ experiences highlight some key factors that have made a difference to the development of successful lessons, units and programmes leading to significant changes in outcomes for their students.

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