Bridging the Gap Between and Beyond School Science Through Collaboration: Promoting science teachers’ professional development

As science and technology develops rapidly, science teaching needs to be changed from traditional mode to a new approach to cultivate science literacy. In Taiwan, a major landmark reform launched since 2002 on grade 1-9 curriculum, advocating teachers’ active role in curriculum development, has had a far-reaching impact on teachers’ professional development. This 2-year study, involved 6 university faculty and 10 primary & secondary school teachers, intends to examine the way in which teachers develop professionally during the collaborative process. The results reveal that through the process of collaborative curriculum development, teaches became more competent in organizing school science content and developing teaching materials that bridge the gaps between level, subject and domain of school science