The next meeting will take place on Tuesday 7th May at 7:30pm and will be moderated by @teachingofsci.
Grime, R (2012) A School’s Experience of the Discrete Teaching of Scientific Skills at Early Secondary Level, SSR 346 (.pdf)
Abstract: Students at age 11 or 12 took a course where scientific skills were taught discretely rather than in an integrated approach alongside scientific knowledge and understanding. There is evidence that this may be a more beneficial approach for developing scientific skills.
- How would the experiences in this case study inform your personal classroom practice? Given the opportunity, would you recommend a similar approach in KS3 across your department?
- With changes to controlled assessment at GCSE there is an assumption that many schools are teaching scientific skills in isolation, often with a strong emphasis on the context of the ISA/EMPA/etc. Does the paper support this approach? How could it best be managed for better learning as well as supporting students to achieve good results?
- The paper shows how action research at a school level can provide evidence in support of changes. What lessons could you learn from this when considering policy changes in your department?
- With the recent attention paid to the use of RCTs to inform education policy, how could the results of trials such as this one be used to inform the design of larger-scale studies? Would it be possible to avoid the outcome measure being used to judge schools rather than interventions?
With thanks to the ASE, who were happy to make the article open-access so we could discuss it. If you are interested in peer-led research – and not already a member – you may be interested in their membership options. These include subscriptions to School Science Review, the source of this article.