Bringing together the accounts of five influential and groundbreaking learning in science projects, this text serves as a comparison between the projects, their differing methods, findings and implications for teaching science in primary schools.
Based on the findings of a three year research project carried out in New Zealand, this text proposes a model of teacher development as social, personal and professional development. The factors that helped teacher development are discussed, as is a view of learning to underpin teacher development.
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