Teaching students 'ideas-about-science': five dimensions of effective practice

Bartholomew, Hannah, Osborne, Jonathan and Ratcliffe, Mary (2004) Teaching students 'ideas-about-science': five dimensions of effective practice Science Education, 88, (5), pp. 655-682. (doi:10.1002/sce.10136).


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In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its porcess and its practices. The teachers, who taught science in a mix of elementary, junior high and high schools, were asked to teach a set of 'ideas-about-science' for which consensual support had been established using a Delphi study in the first part of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' reflective diaries, and instruments that measured their understanding of the nature of science and their views on the role and value of discussion in the classroom. In this paper, drawing on a sample of the data we explore the factors that afforded or inhibited the teachers' pedagogic performance in this domain. Using these data we argue that there are five critical dimensions that distinguish and determine a teacher's ability to teach effectively about science. Whilst these dimensions are neither mutually independent nor equally important, they serve as a valuable analytical tool for evaluating and explaining the success. or otherwise, that individual teachers of science have when confronted with teaching aspects about science. In addition, we argue that they are an important means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula that incorporate elements of 'ideas-about-science'.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1002/sce.10136
ISSNs: 0036-8326 (print)
Keywords: nature of science, effective teaching, professional development, evidence-based practice
ePrint ID: 12548
Date :
Date Event
July 2004Published
Date Deposited: 10 Dec 2004
Last Modified: 16 Apr 2017 23:52
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/12548

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