Teaching twenty first century science

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


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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.

Item Type: Article
ISSNs: 0036-6811 (print)
Related URLs:
Keywords: scientific literacy, how science works, science education
ePrint ID: 63590
Date :
Date Event
September 2008Published
Date Deposited: 20 Oct 2008
Last Modified: 16 Apr 2017 17:24
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/63590

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