| Abstract: | Conclusion It has been demonstrated that a range of factors contribute to the low status attributed by teachers to science education
in many elementary school settings. The solution to this crisis is being sought by several education systems in Australia
and the effective inservice/professional development models adopted invariably consider teachers as interested adult learners
as they partake in extended courses. Furthermore, the models include content on the ways children learn in science, and aid
in the development of teaching activities and units appropriate to the curriculum under which the participants operate. |
