The benefits for a teacher in researching their own classroom have been well documented, but few reports have focused on how teachers make sense of what they see and hear during open-ended technology construction projects. This interpretive study has such a focus. It traces aspects of my learning trajectory as a teacher researcher in my Year Six classrooms, and aspects of improved classroom outcomes. In narrative voice I describe how my initial thinking about the building of acceptable scientific knowledge is modified through exploring the research literature and the strength of my students' ideas. My interpretation of videotape data of the collaboration process within group learning identifies the social dynamics which can influence the evolving nature of student's ideas in designing engineering structures. I describe how this research experience has influenced my planning and interaction with my students in the process of helping them to construct viable scientific knowledge. Windows of ExperienceAs far as I can remember I have always had a fascination for how and why the things around me worked. Looking back through the various windows of my life I attribute this stirred interest, awakened enthusiasm and aroused curiosity to significant people and activity I have experienced along the way. As I think about my own teaching practice, it is these experiences and people which have helped to shape the foundation of my professional development and fostered much of what I now value and practice.In my early childhood years I spent many a holiday at my Grandparents' place in Charters Towers. Much of my time was spent building billy carts using my grandfather's endless supply of timber, nails, pipe, screws, plumbing fittings and brackets. Wheels and axles were scrounged from any old pedal car, mower and bike. On visits to my uncle I would often spend time making cotton reel tractors, kites, miniature boats and wooden cars. He was always making interesting gadgets or telling me stories about his own childhood days and things he made.In my late primary school years most of my weekends were spent watching or helping my dad, who is a mechanic, fix gearboxes, dismantle a motor or do a tune-up. His involvement with speedway meant that major repairs were made with the assistance of welders and oxy-acetylene equipment, and I would often don the facemask to help weld, grind or spray-paint.As a young adult, while serving my apprenticeship as an Electrical Fitter Mechanic, I became heavily involved with industrial maintenance and installation. I was privileged to have tradesmen who were very experienced and well recognised in this field not only teach me their craig, but also entrust upon me a diverse range of experiences. During my apprenticeship at the TAFE College I was inspired by one of the teachers who shared many of his stories about his own investigations, special projects and contraptions he had built.It was this background that perhaps set the stage to make science an active part of my teaching career. Over the y...
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