The study group included 74 graduate, pre-service science teachers who were following the Professional Graduate Diploma of Education (PGDE) in a science. HM Inspectors of Schools (HMI 1994) observed “An integrated science course during the first two years of secondary stages remains the norm in most Scottish schools.” This strong tradition is reflected in Guidelines (Scottish Office 1998) that require PGDE programmes to provide at least 60 hours of study in general science. School science departments are organised in a variety of ways in Scotland and a strong collaborative element is often present in providing programmes of study in science during the early years of secondary schooling. A collaborative task on climate change was selected. This was justified in terms of contemporary interest; consultation on the detail of “A Curriculum for Excellence” (Scottish Executive 2004) and represents an area of school science where no depth of experience exists. Issues associated with climate change conform to all ten qualities of socio-scientific issues (Ratcliffe and Grace 2003). The purpose was to simulate the collaborative working environment; to establish a 'community of practice' as suggested by Lave and Wenger’s 1991 model of situated learning; and to initiate the formation of identities as science teachers rather than ‘subject specialists’. The task, based on a constructivist framework, was designed to simulate collaborative aspects of work of a secondary school science department (Watters and Ginns, 2000) and involved aspects of problem based learning (Savin-Baden and Howell, 2004) as well as authentic assessment (Wiggins, 1993). 1. What are pre-service science teachers’ views, and knowledge in relation to teaching socio-scientific issues relating to climate change? 2. How do pre-service science teachers engage in a collaborative task? 3. What are the outcomes of this collaboration in terms of product 4. What are the outcomes of this collaboration in terms of pre-service science teachers’ views, and knowledge in relation to teaching socio-scientific issues relating to climate change?

Students were allocated to mixed subject groups and expected to work collaboratively on a double-page spread for 12-14 year olds about an allocated topic related to climate change over a seven week period. The rubric for the task was given on paper, with some input in a lecture format with further tutor support. The product and collaborative aspects of the task were assessed using a combination of tutor and peer assessment, including two group debriefing sessions. Students’ knowledge and confidence about global warming were assessed using a simple pre- and post-task questionnaire developed for this task.

During the collaborative process, the students experienced a number of the benefits and frustrations of any group work task. Overall, they found the process beneficial and collectively produced a high quality resource which is available as a basis for their own teaching. The resource could be adapted for use by other teachers. It is expected that the students will have become more knowledgeable about aspects of climate change. They may also have considered the challenges in teaching complicated socio-scientific issues in relation to their own attitudes and values.