Conference Contribution Details
Mandatory Fields
Broggy, J; O'Dwyer, A; Walshe, G
European Science Education Research Association (ESERA)
Developing In-Service Teachers Understanding of the Nature Of Science through Implicit Approaches
Helsinki, Finland
International Refereed Conference
Optional Fields

The learning experiences’ of students is strongly influenced by the approach to science education adopted by their teachers (National Council for Curriculum and Assessment, NCCA 2013). Currently in Ireland there is genuine desire for change in curriculum development. Traditionally, the emphasis in Irish curricula has been on defined knowledge to be learned and less attention has been placed on the development of skills, and even less paid to the “conscious articulation of the two remaining areas of learning - behaviours, attitudes and values and  finally, learning to learn” (Hislop, 2013). The context is changing however. The Department of Education and Skills (2012), drawing on the work of the NCCA (2011), are proposing to introduce changes to lower second-level education which sees the introduction of a new component called ‘Nature of Science’ (NOS) which has been situated as a central feature of science learning in the classroom (NCCA, 2014). Due to the novelty of the new theme within the proposed curriculum, Science teachers in Ireland will need targeted Continuous Professional Development (CPD) to help them understand how best to help students realise the understanding of the NOS and achieve the learning outcomes associated with it. This paper outlines a project that was established to support and develop STEM education in a specific region in Ireland known as the Mallow region (Mallow and surrounding areas in Co. Cork). The paper outlines the methodology employed to help design and evaluate CPD that would engage teachers and develop their understanding of NOS.

CTL and Epi-Stem