Some problems encountered in the introduction of innovations in secondary school science education and suggestions for overcoming them

This paper discusses some problems in innovating in the context of the school system in Catalonia and Italy. The process leading to reform of secondary education is briefly described. The issue of teachers' interpretations and reactions to the guidelines of reforms and innovations is focused on. For basic science education, two specific innovative teaching proposals about Energy and Motion/Force are briefly described, together with a study of teachers' interpretations of their rationale and guidelines. The main transfornzing trends of these interpretations are discussed: these indicate that since teachers are main actors in the school innovation process, unless they internalise the proposed approaches, no real, successful implemetation in classroom practice will take place. Finally, some guidelines and recommendations are suggested, which will interest education policy makers and teacher education agencies.