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Dilemmas facing primary school teachers of science as they implement a new outcomes-based curriculum

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posted on 06.12.2017, 00:00 by Janice Bulman, Allan Harrison
During 2000-2002, the outcomes-based Science: Years 1 to 10 syllabus is being progressively implemented in Queensland schools. This paper explores the experiences of two primary teachers as they planned, implemented and assessed a science unit as their contribution to the advancement of a professional development program for teaching-with-outcomes. Key dilemmas faced by the teachers were the need for resources to provide content knowledge and activities, and sufficient time to plan and implement effective science lessons. The study established the need for on-going professional development, and a range of essential support to successfully implement the new syllabus.
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Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Start Page

57

End Page

75

Number of Pages

19

ISBN-10

1876682450

Publisher

Post Pressed

Place of Publication

Flaxton Qld.

Open Access

No

External Author Affiliations

Faculty of Education and Creative Arts;

Era Eligible

No

Number of Chapters

10

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