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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.

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: 17 Jul 2017 14:16

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Contributors

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

University divisions

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