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Towards Evidence-Based Practice in Science Education

Grant reference: L139251003

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Conference paper/presentation details

TLRP: Improving subject teaching: lessons from research in science education
This paper presents the perceptions of research in science education of the potential users of that research. In fact, science education provides a particularly fruitful context for exploring the influence of research on practice. First, there is a large international research community in science education, served by several major research journals which publish pedagogic research in science education, and the UK has an international reputation for the strength of its work in this field. Moreover, much of this work has been directed to issues of teaching and learning. Although incomplete, the existing research data base provides a powerful starting point, from which testable hypotheses can be generated about various aspects of practice including instructional design, language and pedagogy, curriculum sequencing, and assessment. Second, the subject association for science teachers in the UK (the Association for Science Education) is particularly strong and active, resulting in a high exposure of science teachers to pedagogic research in science education, and a teaching community which is potentially more receptive to new ideas. Furthermore, science teachers' own science backgrounds have inducted them into a culture in which empirical evidence is valued as a guide to action. Yet to what extent are these views born out in practice? Based on extensive research conducted with practitioners of their views and use of research, this paper explores the interface between research and practice, its potential and its limits.
Original Document

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Author R Millar

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