Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
Recent Submissions
Item Development of critical thinking competencies in grade 9 biology students through effective use of laboratory experiments to positively affect skill levels(2025)Background: In laboratory lessons, problematic situations related to life are presented as scenarios, and the students' desire for finding solutions ensures that they can effectively use the knowledge they have acquired outside the classroom, in any situation. Research indicated a lack of correlation between student learning and practical work. The main improvement focuses on understanding how students can optimise practical learning. Aims: Establishing how effective and focused practical experiments enable students to develop critical thinking skills, improving their analysis and conclusion skills. Method: The study design included a total of 11 students from grade 9 (ages 14-15). The context was Biology laboratory lessons and the data collected via survey and rubric based observations. Some pre- and post-lesson interviews were used, further expanding on the data obtained. Topic specific worksheets were created to match the lesson study outcomes. The lesson study spanned over four terms, observing six Biology laboratory lessons, three of which are discussed in this article. The data was analysed using baseline assessments from the first lesson skill level results. This constituted the analysis of levels at the start of the school year, followed by post- and pre-measurements, while correlating the progress of skills over multiple lessons. Progress as a whole and between lessons were compared to monitor skill developmental progress. Findings: The results indicated that students demonstrated increased interest and engagement in biology when participating in hands-on laboratory experiments, leading to a more active learning environment. Due to active participation by students and specific skill focus planning, the skill levels showed significant improvements over the successive lessons. Conclusions, originality, value and implications: In conclusion, this process takes time to show results but could show results that are long lasting with continued implementation and can be transferred to later grades. Transferability is valuable since students move into more difficult subject levels but would be able to use the skills developed during grade 9 and continue improving. Both educators and students benefit from these results as the skills align more closely with those needed to pass AS and A level courses.Item Enhancing Life Skills Through Science: A Case Study at El Altillo International School(2025)Context: The study was conducted at El Altillo International School in Spain, focusing on 5th-grade students who are English as an Additional Language (EAL) learners. It was set within the International Primary Curriculum (IPC) Natural Sciences framework and aimed to integrate science education with life skills development. The research involved 22 mixed-ability students and was structured to enhance cognitive and interpersonal skills through inquiry-based learning, collaboration, and real-world applications. Aims: The study sought to develop students’ cognitive and interpersonal skills within the context of learning about cetacean adaptations to cold environments. Cognitive objectives included improving observational and critical thinking skills, as well as linking scientific learning to broader topics like the Sustainable Development Goals (SDGs). Interpersonal goals focused on strengthening communication, collaboration, and active listening through structured group work and oracy skills. The study also aimed to apply scientific concepts to real-world experiments, such as using margarine to simulate blubber’s insulating properties. Methods: The research was carried out over three lessons. Three case students were observed in detail. Lesson 1 involved an experiment simulating blubber’s insulation properties. Lesson 2 encouraged students to connect their findings to an SDG goal through group discussions. Lesson 3 required students to consolidate their learning in a group video project. Data was collected through observations, student interviews, and analysis of students’ participation, written work, and oral contributions. Findings: Students actively engaged in all lessons, with varying levels of participation and confidence. Case student A required more support to articulate ideas but benefited from group discussions. Case student B improved in communication and organizational skills, particularly in the video project. Case student C displayed strong leadership and critical thinking abilities but had to balance group dynamics to ensure others contributed. The study highlighted the importance of structured group work, clear expectations, and scaffolding to support student development. Teachers observed that students’ critical thinking improved significantly when they were given opportunities to explore ideas independently. Implications: The findings suggest that structured group work, with clearly defined roles and expectations, can enhance both cognitive and interpersonal skills. The study also indicates that students benefit from repeated exposure to oracy structures and collaboration strategies. The insights gained will inform future planning, particularly in mapping life competencies and refining approaches to group work. Additionally, considering students’ social dynamics when forming groups may improve engagement and confidence.Item Applications of artificial intelligence and new technologies in a computer-aided architectural drawing course(2025)Context: The study explores the integration of artificial intelligence (AI) and emerging technologies in the Computer-Aided Architectural Drawing course for undergraduate students specializing in architectural heritage at the School of Archaeology and Museology. Traditional methods, focused on software tools, have become outdated due to rapid technological advancements. The course reform addresses the need for updated teaching methods and content to better align with modern industry demands, particularly in heritage preservation and architectural archaeology. Aims: The primary aim is to enhance the teaching content and methods by incorporating AI and technologies such as VR (Virtual Reality), 3D printing, panoramic photography, and visualization tools. Specific goals include improving teaching efficiency, increasing student engagement, and connecting course content to practical applications in real-world projects, such as heritage protection and architectural design. Methods: The revised course design adds new components alongside traditional software training. Key technologies include Twinmotion for architectural visualization, VR for immersive learning, photography-based 3D modelling, panoramic photography, and Stable Diffusion for AI-generated graphics. Teaching combines lectures, hands-on practice, VR lab sessions, and practical applications like 3D printing. Hardware and software upgrades ensured compatibility with the new tools. Findings: The implementation showed significant improvements in teaching outcomes. Students developed practical skills in architectural visualization, 3D modelling, and AI-assisted drawing, applying their knowledge to real-life projects such as campus heritage preservation. Engagement levels increased, with some students investing in personal hardware for independent learning. The cross-application of technologies, such as VR and 3D printing, enriched students' understanding and interest in modern tools, fostering proactive exploration of new technologies. Implications: The study demonstrates that integrating AI and emerging technologies can transform technical courses, enhancing student engagement and aligning learning with practical applications. Teachers in similar fields might find value in incorporating interactive tools like VR and AI to create immersive and future-ready learning environments.Item To what extent is the use of flipped learning in A level Biology suitable for students with lower prior attainment?(2025)Background and Purpose: Flipped learning has gained attention for its potential to enhance student engagement and learning by shifting content delivery outside the classroom and prioritising interactive activities during lessons. However, concerns remain about its suitability for students with lower prior attainment. This study examines the effectiveness of flipped learning in supporting such students within the context of A-level Biology at a co-educational sixth-form college in Somerset, United Kingdom. Aims: The research aimed to evaluate whether flipped learning could enhance engagement and understanding for students with lower prior attainment. Design or Methodology: Using Lesson Study as an investigative framework, teachers collaboratively planned, observed, and refined a flipped learning lesson on "Plant Responses." Students completed preparatory tasks, including structured textbook activities and watching videos, before engaging in interactive classroom activities. Case study students with the lowest prior attainment were observed, and feedback was collected through student feedback and teacher reflections. Findings: Flipped learning positively impacted all students, including those with lower prior attainment. Teachers observed higher-quality questions, answers, and practical task engagement amongst all students compared to traditional lessons. Case Study students reported feeling more confident than usual due to the completed preparation work, which increased their willingness to participate in class discussions. Teachers valued the collaborative planning process, which led to the development of highly effective teaching resources and activities, although the increased preparation time was a notable challenge. Conclusions, Value, and Implications: The study highlights flipped learning's potential to fostering deeper understanding and confidence amongst students with lower prior attainment, provided that preparatory tasks are well-structured and accountability is maintained. While effective, the model demands significant teacher preparation time, suggesting incremental implementation. Expanding this approach across a full module and scaling it to other disciplines could offer further insights.Item 运用“思维-对话”提高小学生质疑能力的数学课堂教学研究 Using "thinking-dialogue" to improve the questioning ability of primary school students(2025)Background: Questioning is the starting point of thinking, but also the foundation of innovation. The acquisition of students' questioning ability plays a positive role in promoting their future learning and the cultivation of comprehensive quality. However, in the real classroom teaching, the middle and upper grade students in primary and secondary schools lack the ability to question in the learning process, and the vast majority of students are accustomed to passive receptive learning, and students have no sense of questioning. Objective: This study aims to develop students' questioning awareness and ability through the "questioning" skills in the Think-Talk Toolbox (TTT), guide students to learn to express different points of view respectfully, and stimulate students' critical thinking. Design or methodology: To Integrate four strategies of "questioning" skills from TTT into classroom teaching, and use problem-solving as the starting point to promote students' deep thinking and effective questioning, including encouraging students to think about problems beyond the knowledge ontology and combining reality in the classroom, encouraging students to try to challenge the views of teachers and peers, and stimulating students' curiosity and interest. Observation and interview methods were used to continuously evaluate the development of students' questioning awareness and ability. Findings: there was a significant improvement in students' classroom engagement, depth of answering questions, and questioning performance. Conclusion, originality, value, and impact: The promotion of questioning skills in the classroom develops students' knowledge and critical thinking skills. They are able to use questioning conversations to think about knowledge from multiple perspectives, and are able to transfer and extend this to everyday life.
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