Volume 3 of a three-volume study of science education in Canadian schools, reporting 8 case studies of science teaching in action in Canadian schools. Sites for intensive study were selected to include a diversity of both regions and school settings and at each school site, various kinds of information were collected to obtain as complete a picture as possible. Major issues addressed include integration and options as forms of curriculum organization, socialization as a priority, the inquiry approach and understanding, and the dynamics of change and dilemmas of practice.

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

A summary of the strengths and weaknesses in present practices of science education in schools, and of research in science education. Annotation copyright Book News, Inc. Portland, Or.

If the status and quality of science education in schools is to improve, efforts need to be made to better understand the classroom practices of effective science teachers. Teachers are key players in a re-imagining of science education. This book explores how two primary school teachers, identified as effective practitioners, approached science teaching and learning over a unit of work. In recording the teaching and learning experiences in their classrooms, the author highlights how the two teachers adopted different approaches, drawing on their particular beliefs and knowledge, to support student learning in science in ways that were appropriate to their contexts as well as reflected their different experiences, strengths and backgrounds. Through sharing their stories, this book illustrates, that due to the complex nature of teaching and learning, there is no one way of defining effectiveness. In documenting this research, it is hoped that other teachers and teacher educators will be inspired to think about primary school science education in innovative ways.