ABSTRACT
The introduction highlighted how it is commonplace for many students to fail to learn what was intended in science lessons. No doubt this experience is shared to some extent by teachers in other areas of the curriculum, but science is often recognised by students themselves as ‘harder’ or ‘more difficult’ that most other school subjects. Those working as specialist science teachers often did not share this experience when school students, and indeed sometimes may have found much that other students considered incomprehensible or counterintuitive to make perfect sense. This chapter is meant as a reminder to subject experts, that learning science can actually be a demanding challenge for most of our students—making teaching itself a challenging activity.
