Research in Science Education

, Volume 44, Issue 1, pp 1–25

‘Because We Weren’t Actually Teaching Them, We Thought They Weren’t Learning’: Primary Teacher Perspectives from the MyScience Initiative

Article

DOI: 10.1007/s11165-013-9367-9

Cite this article as:
Forbes, A. & Skamp, K. Res Sci Educ (2014) 44: 1. doi:10.1007/s11165-013-9367-9

Abstract

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. This paper describes the ongoing journey to date of eight primary teachers from three primary schools who actively participated in MyScience over an extended period. Their views of interactions with mentors and students were analysed, in part, using attributes associated with both ‘communities of practice’ and the ‘nature of science’. Findings reveal teachers’ new understandings about the teacher–student relationship and learning within a community of practice. Implications for science teaching and learning in primary school community of practice settings are discussed.

Keywords

Community of practice Science education Primary school Primary teacher Inquiry-oriented science Nature of science 

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.School of EducationAustralian Catholic UniversityStathfieldAustralia
  2. 2.Centre for Children and Young People, School of EducationSouthern Cross UniversityLismoreAustralia

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