ABSTRACT
The scientist and science communicator Michael Faraday once remarked that an education system which fails to inspire students about science “must have been greatly deficient in some very important principle.” This chapter argues that the element lacking in many science classrooms is an understanding of efiective principles of science and technology communication. Focusing on inquiry-based pedagogy, we will highlight the challenges for science teachers to implement reform directives. We suggest that a constructivist framework for professional development, based on established science communication principles, may assist in implementing inquiry in the science classroom.
