Abstract
A year-long evaluative study of the effects of professional development courses for teachers of primary science and design technology collected data from 21 participants about their pre-course qualifications, university-based course behaviour, concept development, and their views from interviews and written evaluations. In-depth visits to 10 of the participants' schools to monitor classroom change were also carried out. Although progress was identified in all teachers, greater progress was made by teachers on the science course. This appeared to be related to several factors. A limited personal framework due to constant changes in the Technology National Curriculum inhibited the learning of the technology teachers. Additionally the technology course was provided by several experts, whereas the science course presented a consistent model of effective teaching. An additional finding was that conceptual change was only noticeable after 10 days indicating the importance of providing long-term INSET and support.
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