Although scence curricula vary widely among countries, states, school districts,individual schools and individual classrooms, the understanding and enhancement ofscience teaching and learning is so limited in most of them that it is a global concern.Teacher’s conceptions play an important role in the implementation of a sciencecurriculum, consequently; the study and development of teacher conceptions of thenature of science education has become one of the most important goals of thescience education community. Although in the last twa decades this has been aprolific area of research, it is yet to be researched more deeply. The overallpurposeof this research is to explore the nature of the referents used by science teacherswhen engaged in science instruction and to elucidate patterns of beliets, goals, rolesand context which guide teachers actions and interactions. The kind of research weare doing argue tora change in teachers’ epistemology empowering them to takeinformed decisians to break away fram dominant practices which have been presentín the community without deep questioning.
Developing a Computer Science Education Community of Practice for Early-Career Academics in the UK