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Teaching twenty first century science

Teaching twenty first century science
Teaching twenty first century science
This evaluation of a pilot GCSE course designed to enhance scientific literacy focuses on teaching ‘how science works’: how it relates to the ‘science explanations’ component and teachers’ and students’ reactions. A combination of research techniques (including observations, interviews and surveys) was used. The overall response was positive, but the findings suggest the need for more resources to promote inter-student collaboration; greater use of interactive techniques to elicit student contributions; and more explicit teaching of how to interpret texts. Professional development is needed through specific courses (e.g. on small group discussion) and collegial support by developing communities to share practice.
scientific literacy, how science works, science education
0036-6811
105-112
Hanley, Pam
e6294627-36ff-4289-8b0b-0ac9c38d254a
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Hanley, Pam
e6294627-36ff-4289-8b0b-0ac9c38d254a
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8

Hanley, Pam, Osborne, Jonathan and Ratcliffe, Mary (2008) Teaching twenty first century science. School Science Review, 90 (330), 105-112.

Record type: Article

Abstract

This evaluation of a pilot GCSE course designed to enhance scientific literacy focuses on teaching ‘how science works’: how it relates to the ‘science explanations’ component and teachers’ and students’ reactions. A combination of research techniques (including observations, interviews and surveys) was used. The overall response was positive, but the findings suggest the need for more resources to promote inter-student collaboration; greater use of interactive techniques to elicit student contributions; and more explicit teaching of how to interpret texts. Professional development is needed through specific courses (e.g. on small group discussion) and collegial support by developing communities to share practice.

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More information

Published date: September 2008
Keywords: scientific literacy, how science works, science education

Identifiers

Local EPrints ID: 63590
URI: http://eprints.soton.ac.uk/id/eprint/63590
ISSN: 0036-6811
PURE UUID: 15beaeef-67e7-44fb-a58f-1e38f5a7f3bb

Catalogue record

Date deposited: 20 Oct 2008
Last modified: 11 Dec 2021 18:15

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Contributors

Author: Pam Hanley
Author: Jonathan Osborne
Author: Mary Ratcliffe

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