Introduction

Abstract

Numerous reports and research findings document problems and shortcomings associated with teaching and learning in science. It would appear that transmissive teaching practices, reliant on teacher lecturing and textbooks, remain commonplace in science classrooms across several countries (European Commission, 2007; Goodrum, Hackling, & Rennie, 2001; Millar, 1996). In keeping with the geographic location of the research reported in this book, the Government report The Status and Quality of Teaching and Learning of Science in Australian Schools (Goodrum et al., 2001) provided an informative and disappointing picture of the state of science education in Australia. In particular, the report uncovered the inadequacy of traditional teaching practices, for both primary and secondary schooling, in regards to developing students’ understandings of science and fostering positive dispositions towards science