In science classrooms, we are losing the signature pedagogies, which are those routines and practices essentially found in the science discipline. The acknowledgment of the loss of these practices highlights the importance of supporting teachers to recognise their value and effect on engagement for student learning in science. This paper involves the emerging and already proficient teacher of science in understanding the central role of the development of pedagogical practices for the teaching of science. Teachers acknowledge the value of practical work, in particular experiments, in motivating students in their science classrooms. However, forces beyond their control have lead to the evolution of the term "practical work", which has been blamed in part for students' disengagement and the decrease in students' positive attitudes toward the study of science. The findings from this case study of experienced and trainee teachers highlight that the balance between content, pedagogy, and assessment is not working to promote science. As experiments disappear, pedagogy in science is starting to look like any other classroom, where the focus is on the development of skills needed for non-laboratory lessons.
|Number of pages||11|
|Journal||International Journal of Science, Mathematics and Technology Learning|
|Publication status||Published - 2013|