An action research approach to teacher change: Improving the teaching of acids and bases

This article uses an action research approach to investigate how a researcher as teacher reflected on his practice to make changes to his teaching. The purpose was to explore how the research contributed to his understanding of science teaching and learning, particularly in the area of acids and bases. The study was conducted over a two-year period involving classroom observations recorded as field and journal notes, audio-taped recordings, students' journal notes, and documents produced by the students, such as class notes and worksheets. Data from the first cycle were analysed and changes instituted in a subsequent cycle, which underwent a similar analysis. Three major findings emerged: the value of researcher's professional development through action research, the development of the class teacher as he cooperated in the process, and the complexity of achieving students' understanding of the particulate model of matter.