| Abstract: | Conclusion These preliminary findings have implications for the effective inservicing of early childhood and primary teachers in the
science and technology areas. They are also likely to have implications for preservice courses. The research findings indicate
that teachers can overcome their often negative views of science and of science teaching. Factors significant in this process
appear to be: firstly, and most importantly, experience by the teachers of support and acceptance as they begin—often anxiously-their
explorations of science, science teaching and learning.
Secondly, teachers begin their investigations in a context with which they are familiar, from the point “where they are at”
and hence from which they can develop their investigations in directions they perceive to be the most fruitful. Thirdly, the
sharing of explorations, reflections and progress amongst group members encourages the teachers to clarify and justify their
own directions and perspectives, to learn of others' journeys, and to receive affirmation of their own learning. it is clear
that this complex process cannot be hurried: inservicing teachers in an area that has been so neglected in the school curriculum
requires an approach that fully recognises this. |
