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- Pedagogy. We have to work around the theme of inquiry based science teaching & education (IBST/E). In some countries IBST/E is a concept which is well known and widely used. In others, there may be a more traditional approach involving the learning of facts, formulae etc. without any of the characteristics of IBST/E. It is important that this information does not just reflect the official view as presented in policy documents. It is vital that we know how teachers perceive IBST/E and especially what they perceive as constraints on, or disadvantages of, its adoption. This will enable us to address these constraints, either directly through deliverables such as training packages or indirectly by influencing policy.
- Curriculum. The way that the science curriculum is determined in a particular country will have an effect on the way in which science can be taught.
- Assessment. as with the curriculum, assessment methods have a role in determining how science is taught.
- Policy. Policy wraps all the above aspects together in different ways from country to country. Who makes policy and what are the drivers of science education policy in specific contexts? We need to know the views of policy makers since, for example, there may be forthcoming initiatives which provide opportunities for S-TEAM involvement. Imagine if we had been around when SINUS was being planned - we could have learned from its development process, suggested or provided materials from other national contexts and begun dissemination of its results.