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.