The School Innovation in Science (SIS) initiative has developed and evaluated a model to improve science teaching and learning
across a school system. The model involves a framework for describing effective teaching and learning, and a strategy that
allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process.
SIS has proved ... [Show full abstract] successful in improving science teaching and learning in primary and secondary schools. Evidence of variations
in the nature and extent of the change is used to argue that the process is essentially cultural in nature, and that change
occurs at different levels within a school. Processes supporting change thus need to be flexible and responsive.