Author B. Hand

Excerpt: In this paper, we consider a model for teacher inservice that is informed by constructivism. Initially, we consider the criteria for identifying conceptual change, briefly examine research on the roles which teachers engage in when implementing innovations, and describe the different knowledge bases needed in using teaching approaches informed by constructivist referents. Secondly, we describe an inservice programme for science teachers in one high school, and thirdly show how a five-stage model to introduce teaching/learning approaches informed by constructivism was developed.