Teachers perspectives on the implementation of the Ontario elementary school science curriculum

This study examined the implementation of the Ontario elementary school Science and Technology curriculum from the perspective of nine grade 8 teachers of varying experience and specialization. The questions which this research attempted to address dealt with the teachers' knowledge of the implementation process and their knowledge of, adaptations to and challenges with the introduction of the current science curriculum. Included in the study are questions concerning the changes teachers have made in the means of instruction with specific emphasis on the inquiry and design method, as well as the changes teachers have made in assessing/evaluating student achievement.;This research was a preliminary, investigative, applied type research which began when the implementation process was only in its first year. The qualitative research method of case study using standardized, open-ended questions was used. Data analysis involved the organization of the data into categories and subcategories. Inductive analysis was used to determine themes, patterns and relationships in the data. (Abstract shortened by UMI.).