Contact

Send us your feedback

Thank you for your feedback. An email has been sent to the ESRC support team.

An error occured whilst sending your feedback. Please review the problems below.

Our Research Catalogue contains grants and outputs data up to the end of April 2014. Records will no longer be updated after this date.

Towards Evidence-Based Practice in Science Education

Grant reference: L139251003

« View grant details

Journal article details

Evidence‐based practice in science education : the researcher-user interface
One aim of the Evidence-based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus-group study of views of practitioners on the research-practice interface. The sample included primary and secondary science teachers (including a subset with direct experience of research), curriculum policy-makers, in-service trainers and authors of science textbooks and teaching materials. Questions explored perceptions of the nature, actual use and potential of research in science education. At a general level, teachers and other practitioners characterised educational research, variously, as: purposeful; carried out in a systematic manner; useful in informing action; and large scale. To be viewed as convincing, research evidence had to be seen as transferable, to have resonance with teachers' experience and beliefs, and to have a rigorous methodology. Widespread use of research evidence in the classroom seems to depend on at least two factors: translation of research findings into tangible and useful outcomes, such as teaching materials resulting from research projects; and the presence of a professional culture which encourages both exploration of research and changes to practice. Increasing use of research evidence requires researchers to translate outcomes of research into practical actions and practitioners to be skilled in using evidence systematically in evaluation of their own practice. Networks of researchers and practitioners may further the aims of evidence-based practice.
Original Document
10.1080/02671520500078036
English

Primary contributor

Author Mary Ratcliffe

Additional contributors

Co-author Hannah Bartholomew
Co-author Vicky Hames
Co-author Andy Hind
Co-author John Leach
Co-author Robin Millar
Co-author Jonathan Osborne

Additional details

20
2
Yes
0267-1522
Routledge, Taylor & Francis Group
01 June 2005
169-186
Abingdon
Post-print
Research papers in education

Cite this outcome

Harvard

Ratcliffe, Mary et al (2005) Evidence‐based practice in science education : the researcher-user interface. Research papers in education. 20 (2), pp. 169-186 Abingdon: Routledge, Taylor & Francis Group.

Vancouver

Ratcliffe Mary et al. Evidence‐based practice in science education : the researcher-user interface. Research papers in education 2005; 20 (2): 169-186.