This paper derives from the authors’ experiences of the development of a successful science specialism, implemented in a large primary school in regional Victoria, Australia, since 2012. We discuss how diverse resources – people, spaces, equipment, materials and ideas – were brought together to support a science specialism that focuses on positioning students as burgeoning experts; leveraging and enhancing connections with community; and, developing positive dispositions towards science and the environment. Our discussion is supported by illustrative excerpts from interviews, focus groups and meetings with school and university staff members. We
conclude by identifying characteristics that might suggest principles for success in other contexts.
History
Journal
Teaching science
Volume
61
Pagination
47-55
Location
Deakin, ACT
ISSN
1449-6313
Language
eng
Publication classification
C1 Refereed article in a scholarly journal, C Journal article