Developing students’ understanding of ideas about science (IabS) is a prominent objective of all the science disciplines
In the present project, these refer to ideas about scientific inquiry (SI), nature of science (NOS), and the interconnection between science, technology, society and environment (STSE).
and liberal studies in the New Senior Secondary curriculum. To help prepare teachers for the new pedagogy required of them in infusing teaching of IabS in their lessons, this project was started in September, 2008 (Please click here for the details of this project). Over the last 24 months, we have been working collaboratively with more than 40 teachers to plan, teach and videotape lessons with IabS infused, as well as to jointly review and reflect on the lesson videos afterwards. Our joint effort has culminated in the production of the following set of DVDs:

DVD 1: Teachers’ experiences in learning to teach IabS
(including training materials and videos of exemplary
teaching of IabS in phy/chem/bio/LS lessons)
DVD 2: Learning to teach IabS through themes
Introducing students to IabS
Probing students’ understanding of IabS prior to the lesson
DVD 3: Learning to teach IabS through themes
Developing students’ understanding of IabS
Consolidating students’ understanding of IabS
Assessing students’ understanding of IabS
DVD 4: Learning to teach IabS through themes
Critical incidents in teaching IabS
Teaching IabS beyond the knowledge domain
DVD 5: Teaching IabS in Physics lessons
DVD 6: Teaching IabS in Chemistry lessons

We would like to acknowledge our heroes, the teachers, for their courage in not only trying out different kinds of teaching of which they had little or no experience, but also allowing their lessons to be videotaped, and viewed publicly. Leaving aside their great performances in the lessons, the very act of opening up their classrooms for sharing and contributing to the professional development of fellow teachers is a further exemplary practice.

There can never be a perfect lesson because of the complexity of any teaching-learning situations. Teaching is always constrained by many confounding variables that are out of the teachers’ control. Against this background, you are invited to examine the work of these teachers, to compare their practices with yours and reflect on possible areas for improvement, and ways in which their teaching might help you in your own good practice.

Related project link:
Visitors of this website may also be interested to visit the website of a related project on nature of science by our team at

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