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Principled Improvement in Science: Forces and Proportional Relations in Early Secondary-School Teaching

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Title: Principled Improvement in Science: Forces and Proportional Relations in Early Secondary-School Teaching
Language: English
Authors: Howe, Christine, Ilie, Sonia, Guardia, Paula, Hofmann, Riikka, Mercer, Neil, Riga, Fran
Source: International Journal of Science Education. 2015 37(1):162-184.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Descriptors: Science Instruction, Secondary School Science, STEM Education, Scientific Concepts, Physics, Learning Modules, Science Curriculum, Comparative Analysis, Control Groups, Experimental Groups, Teaching Methods, Instructional Effectiveness, Epistemology, Mathematical Concepts, Mathematics, Workshops, Inservice Teacher Education, Questionnaires, Observation, Knowledge Level, Likert Scales, Student Attitudes, Foreign Countries, Grade 7, Statistical Analysis
Geographic Terms: United Kingdom (England)
DOI: 10.1080/09500693.2014.975168
ISSN: 0950-0693
Abstract: In response to continuing concerns about student attainment and participation in science and mathematics, the "epiSTEMe" project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of the "epiSTEMe" science modules. Entitled "Forces and Proportional Relations", the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught. While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about the "epiSTEMe" approach. Furthermore, student opinions about the module were positive.
Abstractor: As Provided
Number of References: 47
Entry Date: 2014
Accession Number: EJ1046287
Database: ERIC
FullText Text:
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/09500693.2014.975168
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  Data: 0950-0693
– Name: Abstract
  Label: Abstract
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  Data: In response to continuing concerns about student attainment and participation in science and mathematics, the "epiSTEMe" project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of the "epiSTEMe" science modules. Entitled "Forces and Proportional Relations", the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught. While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about the "epiSTEMe" approach. Furthermore, student opinions about the module were positive.
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        Value: 10.1080/09500693.2014.975168
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