In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semistructured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.

We have conducted a detailed multi-wavelength study of the peculiar nebula Abell 48 and its central star. We classify the nucleus as a helium-rich, hydrogen-deficient star of type [WN4-5]. The evidence for either a massive WN or a low-mass [WN] interpretation is critically examined, and we firmly conclude that Abell 48 is a planetary nebula (PN) around an evolved low-mass star, rather than a Population I ejecta nebula. Importantly, the surrounding nebula has a morphology typical of PNe, and is not enriched in nitrogen, and thus not the 'peeled atmosphere' of a massive star. We estimate a distance of 1.6 kpc and a reddening, E(B − V ) = 1.90 mag, the latter value clearly showing the nebula lies on the near side of the Galactic bar, and cannot be a massive WN star. The ionized mass (∼0.3 M ⊙ ) and electron density (700 cm −3 ) are typical of middle-aged PNe. The observed stellar spectrum was compared to a grid of models from the Potsdam Wolf-Rayet (PoWR) grid. The best fit temperature is 71 kK, and the atmospheric composition is dominated by helium with an upper limit on the hydrogen abundance of 10 per cent. Our results are in very good agreement with the recent study of Todt et al., who determined a hydrogen fraction of 10 per cent and an unusually large nitrogen fraction of ∼5 per cent. This fraction is higher than any other low-mass H-deficient star, and is not readily explained by current post-AGB models. We give a discussion of the implications of this discovery for the late-stage evolution of intermediate-mass stars. There is now tentative evidence for two distinct helium-dominated post-AGB lineages, separate to the helium and carbon dominated surface compositions produced by a late thermal pulse. Further theoretical work is needed to explain these recent discoveries.

The power of robotic telescopes to transform science education has been voiced by multiple sources, since the 1980s. Since then, much technical progress has been made in robotic telescope provision to end users via a variety of different approaches. The educational transformation hoped for by the provision of this technology has, so far, yet to be achieved on a scale matching the technical advancements. In this paper, the history, definition, role and rationale of optical robotic telescopes with a focus on their use in education is provided. The current telescope access providers and educational projects and their broad uses in traditional schooling, undergraduate and outreach are then outlined. From this background, the current challenges to the field, which are numerous, are then presented. This review is concluded with a series of recommendations for current and future projects that are apparent and have emerged from the literature.

Therapeutic/care management study, level IV.