Implications for the future

In this chapter we review the main themes that have driven previous chapters in the book, concerning the nature of the representation construction pedagogy, the theoretical underpinnings of the approach, and what RILS has achieved concerning student and teacher learning. We focus on three main questions that drive the three sections of the chapter: 1. What are the implications of the approach, and of the research findings, for science curriculum policy? 2. What further research is needed to explore the approach in wider contexts such as different cohorts of students and different aspects of science learning? 3. What are the key issues for teachers and for systems in scaling up the approach?.