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Science by doing

This study evaluated the impact of the Science by Doing secondary science teacher professional learning model. The research demonstrated strong support from teachers, leaders of professional learning communities and education department science policy officers for the model with its combination of an initial workshop supported with ongoing professional learning community meetings and curriculum resources. The professional learning was effective in enhancing teachers’ confidence and practice with teaching in a more enquiry-oriented manner. Students reported a greater frequency of laboratory work and more student control over investigations in their science lessons. The research findings influenced the development of later phases of the program. The research was funded by the Australian Academy of Science.


Researcher:

Professor Mark Hackling

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