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Paper presented at the International Science Education Conference, Singapore, 25-27 November 2014
One of the aims of science education research is to produce insights into improving the
teaching and learning of science in schools. Unfortunately, many teachers continue to teach
in the classroom as if no research has been done into the teaching and learning of their
subjects. This can be because teachers are generally unaware of relevant work available and
that few researchers are willing to translate research findings into resources which teachers
can easily understand and use in class. A survey study which examined the impact of
educational research on Singapore middle and high school chemistry teachers' instructional
and curricular practices was conducted using semi-structured interviews from 2011 to 2013.
This paper reports the findings of the study related to the factors which facilitated or impeded
changes in the teachers' existing practices; the findings revealed that these were related to
students, teachers, school, Ministry of Education, time, educational research and teacher professional development. The paper also discusses the sources of information that the
teachers used to guide them in making changes or adopting new practices; these included
colleagues, teacher educators, electronic resources, conferences and professional
development courses, and educational research. This study can inform researchers of the
issues that are important to teachers and ways of working with them to address these issues.
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