ABSTRACT
Consideration of how learning occurs, and the possible different influences on learners’ thinking discussed in previous chapters, suggests that classroom teaching is a complex and challenging activity. This chapter seeks to build a synthesis of ideas presented earlier in the book by considering classroom teaching and learning as a ‘system’. As a complex system there is much that can go wrong in classroom teaching—where intended learning does not happen. However, understanding the ‘system’ and being aware of the kinds of ‘bugs’ it is prone to can empower teachers to analyse ‘system errors’ and ‘engineer’ system adjustments to bring about better learning outcomes. The present chapter emphasises what can go wrong in science teaching, as preparation for a discussion of the ‘science-teacher-as-learning-doctor’ approach to responding to these challenges in the following chapter.
