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Relationship between managing teamwork with teachers and building self confidence for science learning among children

Record type: Thesis (Doctoral)

The purpose of this study was to investigate the factors and strategies
which enable pupils to focus their minds on the conceptual issue being
taught, and how teachers may build and maintain the pupils' self
confidence in articulating scientific ideas. The study focused on the
work of the science department in a boys' 12 to 16 comprehensive school
in Southern England, where the researcher was Head of the Faculty of
Science and Technology. This was an ethnographic case study where the
researcher was a participant observer in action research.

The research focused on national curriculum years 8 and 9 and
involved three methodological stages; the exploratory, field operational
and explanatory search. The exploratory stage involved the development
of the Responsive Teaching Model and the writing and implementation, by
all the science teachers, of schemes of work which bore this model in
mind. Formal data collection involved; lesson observations, pupil
questionnaire, analysis of end of year 8 pupil profiles and interviews
with the science staff and the school's Special Needs coordinator.

The field operational stage involved a science teacher working with
an advisory teacher in the production, implementation and reviewing of a
module of work. This stage also involved the detailed observation of
science lessons using an observation schedule developed from the initial
findings from the other instruments.

During the period of the research, the GCSE examination results
improved considerably and were found to be significantly higher than
may have been expected.

The explanatory search stage revealed that successful lessons were
associated with science teachers orchestrating a number of interrelated
characteristics: the teachers' planning, individual pupils' conceptual
understanding, the group social behaviour of the children and the
interpersonal relations. It appears that the interpersonal relations
have a central role to play in enabling effective learning. There was
evidence that the manner in which whole class and small group work is
organised could facilitate effective learning.

The way in which the science department had worked together as a
team had encouraged teachers to reflect on their practice, and seemed to
enable teachers to adapt their teaching styles and strategies. The
reflectivity itself, and the fact that it was research based was felt to
be particularly significant.

This study raises further issues related to; the initial training
of teachers, the in-service training of established teachers and the
possible advantages of undertaking action research in schools.

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Citation

Fish, Terence Charles (1994) Relationship between managing teamwork with teachers and building self confidence for science learning among children University of Southampton, Faculty of Educational Studies, Doctoral Thesis , 339pp.

More information

Published date: March 1994
Organisations: University of Southampton

Identifiers

Local EPrints ID: 192423
URI: http://eprints.soton.ac.uk/id/eprint/192423
PURE UUID: b7a22b74-a31e-4f81-bb65-bae619e632a5

Catalogue record

Date deposited: 11 Jul 2011 15:30
Last modified: 18 Jul 2017 11:32

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Contributors

Author: Terence Charles Fish
Thesis advisor: Alan J. Pritchard

University divisions


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