An exploration of the introduction of an outcomes-based science syllabus on planning and pedagogy

This report sets out to examine and critique the nature of effective science teaching in the lower secondary school area. In particular, the research focuses on how science teachers go about the business of interpreting, planning and implementing the new Queensland Science Syllabus: Years 1 to 10 (Queensland Schools Curriculum Council, 1999) and the constraints they encounter.

Teacher effectiveness is arguably a critical part of quality science education, and is considered by many as the most important determinant in the success of science education reform. Thus, a better understanding of teacher beliefs and practices, the nature of teacher effectiveness, and ways of supporting teachers in the business of teaching and learning is essential for reform changes to be realized.