Developing confidence in practical science activities in novice teachers: policy, practice and the implementation gap
Issue 352 | Page 71 | Published Mar 2014
We examine the confidence beginning teachers have in their practical skills and what impact this has on a broad and creative approach to practical work in science lessons in secondary schools.
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Why a fundamental redesign of the introductory chemistry curriculum is needed.
The biology curriculum should focus less on current understanding and more on how we arrived at it.
A three-year study reveals the wide range of factors that impact on teachers' experiences of curriculum reform and considers the implications...