A teacher`s attempts at change in a science classroom

This paper reports on a range of issues that arose when one teacher attempted to introduce change in a science classroom. A case study approach was used to identify and investigate the effects of change on student attitudes and responsiveness to science through the change process. Using strategies informed by a Victorian Government initiative, the Science in Schools Project (SIS), the teacher implemented a range of teaching ideas. Students' and the teacher's responses were tracked and highlighted some of the issues for a practising teacher. Data were gathered from surveys, interviews and observation of, and participation in, classroom sessions. Despite intense effort, student attitudes to science remained essentially unchanged. However, one of the most revealing aspects of the research was the isolation felt by the teacher in attempting to implement change