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Risk-taking and teachers' professional development: The case of satellite remote sensing in science education

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Abstract

The introduction of satellite remote sensing into the U. K. National Curriculum for Science, and the tasks facing teachers in bringing about this innovation, are discussed in terms of risk, its evaluation, reduction, and address. Conclusions are drawn about strategies by which teachers can confront the risk involved in curriculum innovation in school science and technology.

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Authors and Affiliations

  1. Department of Science and Technology Education, University of Reading, U.K.

    John K. Gilbert

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  1. John K. Gilbert
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Specializations: science and technology education

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Gilbert, J.K. Risk-taking and teachers' professional development: The case of satellite remote sensing in science education. Research in Science Education 22, 157–162 (1992). https://doi.org/10.1007/BF02356891

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  • DOI: https://doi.org/10.1007/BF02356891

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