Abstract
In the United Kingdom (UK), the importance of science is reflected in its status as a core subject, taught in primary schools from age five, alongside English and mathematics. Since its introduction as a compulsory subject in 1989, there have been concerns regarding the relationship between teachers’ weak science subject knowledge and low levels of confidence on pupils’ development in science. This concern has been well documented and explored in the UK and internationally.
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Mccormack, L. (2015). Pre-Service Primary School Teachers’ Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science. In: Grangeat, M. (eds) Understanding Science Teachers’ Professional Knowledge Growth. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-313-1_2
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DOI: https://doi.org/10.1007/978-94-6300-313-1_2
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