The University of Southampton
University of Southampton Institutional Repository

Improving subject teaching: lessons from research in science education

Improving subject teaching: lessons from research in science education
Improving subject teaching: lessons from research in science education
In many countries, questions are being raised about the quality and value of educational research, and whether educational practice can ever draw upon research evidence as productively as in fields such as medicine. This book explores the relationship between research and practice in education, using the case of science education as an example. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research – and at the extent to which the use of current practices, or the adoption of new ones, are, or could be supported by research evidence – and so be said to be evidence-based. The issues considered are not specific to science, but apply to the teaching and learning of any curriculum subject.
The book draws on the findings of four inter-related research studies, carried out by the Evidence-based Practice in Science Education (EPSE) Research Network. It considers: • how research might be used to establish greater consensus about curriculum • how research can inform the design of assessment tools and teaching interventions • the impact of new teaching approaches on teachers’ practices and students’ learning • the extent to which evidence can show that an educational practice ‘works’
The book is unique in exploring the issues raised by the current debate about educational research within the context of the teaching and learning of a specific curriculum subject. Rather than looking at how research might inform educational practices in the abstract, it looks at how research can lead to improvement in the teaching of specific pieces of knowledge, or specific skills, that we value. The issues it explores are therefore of direct interest and relevance to educational practitioners and policy-makers.
evidence based practice, science education, teaching practice, curriculum design, assessment practice
9780415362092
Routledge
Millar, Robin
b8f620e5-a2d4-4f3c-8451-e85f775ef257
Leach, John
b627b6d8-e991-4ddf-9302-1b9db466f330
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Millar, Robin
b8f620e5-a2d4-4f3c-8451-e85f775ef257
Leach, John
b627b6d8-e991-4ddf-9302-1b9db466f330
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8

Millar, Robin, Leach, John, Osborne, Jonathan and Ratcliffe, Mary (2006) Improving subject teaching: lessons from research in science education (Improving Learning), Abingdon, UK. Routledge, 210pp.

Record type: Book

Abstract

In many countries, questions are being raised about the quality and value of educational research, and whether educational practice can ever draw upon research evidence as productively as in fields such as medicine. This book explores the relationship between research and practice in education, using the case of science education as an example. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research – and at the extent to which the use of current practices, or the adoption of new ones, are, or could be supported by research evidence – and so be said to be evidence-based. The issues considered are not specific to science, but apply to the teaching and learning of any curriculum subject.
The book draws on the findings of four inter-related research studies, carried out by the Evidence-based Practice in Science Education (EPSE) Research Network. It considers: • how research might be used to establish greater consensus about curriculum • how research can inform the design of assessment tools and teaching interventions • the impact of new teaching approaches on teachers’ practices and students’ learning • the extent to which evidence can show that an educational practice ‘works’
The book is unique in exploring the issues raised by the current debate about educational research within the context of the teaching and learning of a specific curriculum subject. Rather than looking at how research might inform educational practices in the abstract, it looks at how research can lead to improvement in the teaching of specific pieces of knowledge, or specific skills, that we value. The issues it explores are therefore of direct interest and relevance to educational practitioners and policy-makers.

This record has no associated files available for download.

More information

Published date: 2006
Keywords: evidence based practice, science education, teaching practice, curriculum design, assessment practice

Identifiers

Local EPrints ID: 41847
URI: http://eprints.soton.ac.uk/id/eprint/41847
ISBN: 9780415362092
PURE UUID: 02312d94-5c5f-4457-8c6c-3db60e43b2b4

Catalogue record

Date deposited: 10 Oct 2006
Last modified: 07 Jan 2022 22:25

Export record

Contributors

Author: Robin Millar
Author: John Leach
Author: Jonathan Osborne
Author: Mary Ratcliffe

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×