Tynan, RJ (2016) Working towards evidence based practice in science teaching and learning. In: Using STEM research conference: using research to improve, 20 May 2016 - 21 May 2016, National STEM Learning Centre, York. (Unpublished)

Preview

Text Working towards evidence based practice in science teaching and learning Rick Tynan et al SLC York Conference version October 2015.pdf - Published Version Download (443kB) | Preview

Abstract

High performing international education systems integrate evidence based practice into their initial teacher education programmes (BERA-RSA 2014). An example of informal practitioner research is described and discussed to illustrate the value and drawbacks of this approach and how this evidence based approach might be beneficial to teaching and learning in science. A science subject knowledge module was taught to two different cohorts of intending science teachers using a Science in Society (socio-scientific) approach. The aim was to demonstrate strategies for facilitating the development of critical thinking and scientific literacy. The use of anonymous voting devices during sessions highlighted a polarisation of opinions amongst participants rather than a more considered or critical response to the scientific questions.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Socio-scientific; Science in Society; Clickers; Anonymous voting; Science Literacy; Argumentation; Practitioner research
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Education
Date Deposited:	25 May 2016 10:47
Last Modified:	13 Apr 2022 15:14
URI:	https://researchonline.ljmu.ac.uk/id/eprint/3657

View Item