learning during learning) (Bell & Cowie, 1999),
analogies, and teacher-led discussion. Following two
years of practice they reported continuing to use most
of these; however, teacher-led discussion was used less
often and group discussion increased slightly. There
was a marked increase in the use of video and internet
resources, games, use of the Predict Explain Observe
Explain (PEOE) teaching strategy, and field trips.
There was also a slight increase in the use of
investigations, experiments and demonstrations (see
Table 2).
When asked what their common sources of science
activities were, participants reported: YouTube clips,
Internet searches for student activities, recommended
activities in the textbook, recommended activities from
colleagues, and student suggestions.