By Martin Braund
This e-book combines experiences on and mirrored image of most sensible perform in enhancing development and continuity of training and studying in technological know-how - relatively on the the most important transition level among fundamental and secondary university. featuring the perspectives of academics and scholars on development and studying in technological know-how, the e-book indicates functional methods of bettering educating and studying. each one bankruptcy contains examples of studying fabrics with notes on how those may be used or tailored by means of academics of their personal school room settings.
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Additional resources for Starting Science...Again?: Making Progress in Science Learning
Sample text
The SWG recommended 22 attainment target areas in the programmes of study, five of which referred to practical experience (Braund, 1996; Graham, 1993). Fearing that practical experience might be lost from the National Curriculum altogether, HMI turned to the researchers from the Assessment of Performance Unit (APU) in Science based at Kings College London and the University of Leeds who had researched performance in most of the process skills identified by Harlen at ages 11, 13 and 15 over a period of 10 years (Archenhold, 1988; Russell, 1998; Schofield, 1989).
1 What I think about science In this part you have to tick or colour just one smiley face for each line – like this: Agree Scientists all want to destroy the world Not sure Disagree ☺ Here are some views about science. Tick one smiley face for each statement: Agree 1 Science is good for everyone ☺ 2 Lots more money should be spent on science ☺ 3 I like science more than most other lessons ☺ 4 Science has made better and safer medicines ☺ 5 I am quite good at science ☺ 6 TV, DVDs and mobile phones all needed science to help make them ☺ 7 We have to do too much work in science ☺ 8 I would like to be a scientist ☺ 9 I like to watch science programmes on TV ☺ 10 Science is too hard ☺ 11 Science can make chemicals from rocks ☺ 12 I like reading about science ☺ 13 Scientists work in laboratories most of the time ☺ 14 Scientists are rather ‘geeky’ or ‘sad people’ ☺ Not sure Disagree Braund(Martin)-Ch-03:04-Braund(Martin)-Ch-03 8/26/2008 11:51 AM Page 39 MOVING TO THE BIG SCHOOL: PART 1 39 schools doing relatively ‘high’ amounts of science were no more likely to produce pupils liking science and wanting to continue with it after transfer than schools teaching ‘low’ amounts of science (Craig and Ayers, 1988).
Repeat the above for the person with experience of secondary teaching. Braund(Martin)-Ch-02:03-Braund(Martin)-Ch-02 34 8/26/2008 11:51 AM Page 34 STARTING SCIENCE … AGAIN? 1 Please Miss/Sir, we’ve done this before! Which of these do you include in your teaching? g. g. g. g. friction of trainers) Investigating parachutes Making parallel circuits How to make a bulb in a circuit brighter Changing the size of a shadow Changing the pitch of a sound Observing reflection patterns Source: adapted from activities first published in DfES, 2002b.