Suggest a paper

Please use the comment box below to suggest papers, or areas of study that the Science Teaching Journal Club might like to investigate in the future. You could also try tweeting the @SciTeachJC account on Twitter.

3 Responses to Suggest a paper

  1. Alex Weatherall says:

    I suggest: Towards a science curriculum for public understanding; Robin Millar; SSR 77 (280) ASE.

    Suggested questions:
    Do you think science should be compulsory up to 16?
    Should we teach science differently to students who don’t intend to become scientists?
    If so how and what? E.g. should we separate science for the citizen and science for the potential scientist
    If not what do we do to encourage the students who have the attitude that they don’t see the point in learning science?
    Do you agree with the premise put forward by the paper (which pre-dates How Science Works) that the core of the science curriculum 5-16 should be designed to promote public understanding?

  2. Mark Crookes says:

    sorry i got distracted and put this in the wrong place..

    This is one of my favourites

    The Role of Delib­er­ate Prac­tice in the Acqui­si­tion of Expert Per­for­mance
    K. Anders Eric­s­son, Ralf Th. Krampe, and Clemens Tesch-Romer

    http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.169.9712&rep=rep1&type=pdf

  3. Griff John says:

    Here’s my suggestion for a paper for the club to discuss

    I reckon it makes a good one for discussion because

    1) energy is a topic that is significant to all the sciences
    2) energy is often taught at Key Stage 3 in a way that just adds confusion, rather than helping students or their teachers

    http://iopscience.iop.org/0031-9120/42/4/011

    Lawrence, I. (2007) ‘Teaching energy: thoughts from the SPT11-14 project’. Physics Education 42 (4) 402–409

    Abstract
    ———

    Describing the world in terms of energy is necessarily quantitative: one must be able to do the sums for the description to gain a purchase. Whilst teaching younger children (say 11–14 years old) the full quantitative description is not available and this has made the introductory teaching of energy a contentious area. By focusing on representations of energy that respect this quantitative essence, without demanding that calculations are actually done, one can develop a manipulable model of the abstract idea of energy to be shared with children that is much more plausible, intelligible and fruitful than one based solely on a verbal description. Here I argue this case, indicating the ways in which such a model may be useful.

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