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