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A Research-Informed Dialogic-Teaching Approach to Early Secondary School Mathematics and Science: The Pedagogical Design and Field Trial of the'epiSTEMe' Intervention

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Title: A Research-Informed Dialogic-Teaching Approach to Early Secondary School Mathematics and Science: The Pedagogical Design and Field Trial of the'epiSTEMe' Intervention
Language: English
Authors: Ruthven, Kenneth, Mercer, Neil (ORCID 0000-0002-6829-8072), Taber, Keith S., Guardia, Paula, Hofmann, Riikka, Ilie, Sonia, Luthman, Stefanie, Riga, Fran
Source: Research Papers in Education. 2017 32(1):18-40.
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: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Mathematics, Secondary School Science, Intervention, Secondary School Students, Science Instruction, Science Education, Professional Development, STEM Education, Control Groups, Experimental Groups, Mathematics Instruction, Mathematics Education, Statistical Analysis, Scientific Concepts, Mathematical Concepts, Science Teachers, Mathematics Teachers, Questionnaires, Secondary School Teachers, Foreign Countries, Classroom Observation Techniques
Geographic Terms: United Kingdom
DOI: 10.1080/02671522.2015.1129642
ISSN: 0267-1522
Abstract: The "Effecting Principled Improvement in STEM Education" ["epiSTEMe"] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a form intended to be suited to implementation at scale. The most distinctive feature of the "epiSTEMe" pedagogical approach is its inclusion of a component of dialogic teaching. Aimed at the first year of secondary education in English schools (covering ages 11-12), the "epiSTEMe" intervention consists of a short introductory module designed to prepare classes for this dialogic teaching component, and topic modules which employ the "epiSTEMe" pedagogical approach to cover two curricular topics in each of science and mathematics. A field trial was conducted over the 2010/2011 school year in 25 volunteer schools, randomly assigned to intervention and control groups. Within the intervention group, observation of lessons indicated that the level of dialogic teaching was higher for one of the topic modules than others. Evaluation focused on the effectiveness of the topic modules, each trialled in more than 10 classes containing a total of over 300 pupils, and compared with a group of similar composition. Overall, at this first implementation, learning gains under the "epiSTEMe" intervention were no greater, although for individual topic modules the effects ranged from small negative to small positive. No difference was found between intervention and control groups either in the opinion of pupils about their classroom experience or in changes in their attitude towards subjects.
Abstractor: As Provided
Number of References: 56
Entry Date: 2016
Accession Number: EJ1123153
Database: ERIC
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  Data: A Research-Informed Dialogic-Teaching Approach to Early Secondary School Mathematics and Science: The Pedagogical Design and Field Trial of the'epiSTEMe' Intervention
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  Data: <searchLink fieldCode="AR" term="%22Ruthven%2C+Kenneth%22">Ruthven, Kenneth</searchLink><br /><searchLink fieldCode="AR" term="%22Mercer%2C+Neil%22">Mercer, Neil</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6829-8072">0000-0002-6829-8072</externalLink>)<br /><searchLink fieldCode="AR" term="%22Taber%2C+Keith+S%2E%22">Taber, Keith S.</searchLink><br /><searchLink fieldCode="AR" term="%22Guardia%2C+Paula%22">Guardia, Paula</searchLink><br /><searchLink fieldCode="AR" term="%22Hofmann%2C+Riikka%22">Hofmann, Riikka</searchLink><br /><searchLink fieldCode="AR" term="%22Ilie%2C+Sonia%22">Ilie, Sonia</searchLink><br /><searchLink fieldCode="AR" term="%22Luthman%2C+Stefanie%22">Luthman, Stefanie</searchLink><br /><searchLink fieldCode="AR" term="%22Riga%2C+Fran%22">Riga, Fran</searchLink>
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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: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1080/02671522.2015.1129642
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  Data: The "Effecting Principled Improvement in STEM Education" ["epiSTEMe"] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a form intended to be suited to implementation at scale. The most distinctive feature of the "epiSTEMe" pedagogical approach is its inclusion of a component of dialogic teaching. Aimed at the first year of secondary education in English schools (covering ages 11-12), the "epiSTEMe" intervention consists of a short introductory module designed to prepare classes for this dialogic teaching component, and topic modules which employ the "epiSTEMe" pedagogical approach to cover two curricular topics in each of science and mathematics. A field trial was conducted over the 2010/2011 school year in 25 volunteer schools, randomly assigned to intervention and control groups. Within the intervention group, observation of lessons indicated that the level of dialogic teaching was higher for one of the topic modules than others. Evaluation focused on the effectiveness of the topic modules, each trialled in more than 10 classes containing a total of over 300 pupils, and compared with a group of similar composition. Overall, at this first implementation, learning gains under the "epiSTEMe" intervention were no greater, although for individual topic modules the effects ranged from small negative to small positive. No difference was found between intervention and control groups either in the opinion of pupils about their classroom experience or in changes in their attitude towards subjects.
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