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A workshop to introduce teachers to scientific inquiry as described in the "National Science Education Standards" is designed. Participants were involved in brief case studies and activities, treated to an explanation of "Science as Inquiry," and recommendations for professional development were made. Workshop participants were presented with an overview and an introduction to science as inquiry. Participants broke into small groups divided according to elementary and secondary levels and discussed scenarios of inquiry-based education. They worked in small groups to complete an activity and discuss "Science as Inquiry" according to the "National Science Education Standards." That activity is included in this document. One elementary teacher wanted to see inquiry in action so she visited three different classrooms. Her considerations included content of lessons, teaching strategies, student activities, and outcomes. Her classroom observations are presented. (SAH)

Presents research which sets out to establish two pictures: one of the ideal regarding the teaching and learning of science, the other of the reality of what is actually happening in Australian schools. Identifies issues and implications for science teachers and the profession.

This paper reports on a large scale study that investigated the quality of teaching and learning in science in Australian schools. Its purposes were first, to describe ideal practice in the teaching and learning of school science; second, to describe the nature of teaching and learning of science in Australian schools; and third, to make recommendations to move the actual closer to the ideal. Fundamental to the research was the belief that scientific literacy is a high priority for all citizens, helping them to be interested in, and understand the world around them, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions, investigate and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being. Based on national and international reports and research literature, and substantial new data collected from teachers, students and other Australian stakeholders in science education, the idealpicture was described in nine themes relating to the curriculum, teaching and learning strategies, professionalism of teachers and their career path, resources and facilities, and the value of science and science education to the community. The actual picture wasone of great variability, but overall, it was bleak. The actual curriculum implemented in most schools differs from the intended curriculum, which is focused on developing scientific literacy and helping students progress towards achievingthe stated outcomes. Science in primary schools is generally student-centred and activity-based. When students move to high school, many experience disappointment, because the science they are taught is neither relevant nor engaging and does not connect with their interests and experiences. Disenchantment with science is reflected in the decline in science subjects taken by students in upper secondary school. Many science teachers feel undervalued, under-resourced and ove