Eight project teams at universities across Australia are attempting to change how chemistry is taught as part of a larger effort to improve the teaching of science and mathematics, generally. The teams are involved in what are called action-learning projects, Ã¢Â€ÂœactingÃ¢Â€Â� to change the teaching in their school or faculty while Ã¢Â€ÂœlearningÃ¢Â€Â� to lead change. We outline here why this initiative is being pursued, describe the projects in chemistry, and explain the nature of support provided by the Science and Mathematics Network of Australian University Educators (SaMnet). We then enumerate the key principles involved in this effort to transform a range of individual initiatives to improve teaching into a sector-wide movement for change.
|Number of pages||7|
|Journal||The Australian Journal of Education in Chemistry|
|Publication status||Published - 2012|