From SER to STL: Translating science education research into science teaching and learning

Despite many decades of Science Education Research (SER) there seems to have been little transfer into the classroom or lecture theatre. This work identifies several factors that contribute to this and suggests ways they might be addressed: the academic rat-race; the shortness of initial teacher training (ITT); the communication gap with teachers; the relevance of much SER; the lack of involvement in SER by teachers.