Jotter: Journal of Trainee Teacher Educational Research Volume 10

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Selected papers from Jotter Volume 10 (2019). Original papers are located on the University of Cambridge Apollo Repository and linked from each item page.


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Now showing 1 - 5 of 6
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    Listen up: a critical analysis of the effects of Listening-As-Modelling on students’ bottom-up listening skills and self-efficacy
    (Faculty of Education, University of Cambridge, 2019-01-03) Barnes, Katrina
    The aim of this study was to discover whether using activities which encourage students to notice linguistic features (rather than simply test their aural comprehension) could serve to improve both students’ bottom-up listening skills and their self-efficacy, and therefore assist them in becoming more competent, confident linguists. To this end, I delivered a series of Listening-As-Modelling (LAM) activities to a mixed-attainment Year 7 French class over a 3-week period. Data were collected through a pre- and post-intervention dictation and questionnaire, as well as my own observation notes. The results indicated that LAM activities do have a generally positive impact on students’ bottom-up processing skills, with lower attaining students making the most significant gains. Students’ self-efficacy with listening also improved, and the study highlighted that LAM activities were particularly successful when they were student-centric in nature and delivered in a ‘safe’, familiar format.
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    How using socio-scientific issues to teach about climate change enhances engagement and knowledge of the nature of science in a year 9 girls class
    (Faculty of Education, University of Cambridge, 2019-01-05) Evans, Philippa
    The engagement of girls with science in secondary education has been impacted by compartmentalisation of the curriculum, which reduces opportunities for students to link scientific knowledge to other subjects. Compartmentalisation also reduces student knowledge of the nature of science (NOS). This study aims to investigate whether using socio-scientific issues (SSIs) as an approach to studying scientific concepts, such as climate change, can enhance the engagement of year 9 girls with science, and their understanding of NOS. Evidence was collected from focus groups, questionnaires and practitioner reflections. Results showed that using SSIs enhanced some elements of student engagement, and understanding of NOS. Students reported high levels of engagement during SSIassociated tasks, but further research is necessary to distinguish whether factors such as interactions with others and movement around the classroom drives the increased engagement. Nevertheless, this study concludes that SSIs are a useful approach for teaching scientific concepts and about NOS.
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    Changing dimensions: the impact of making models on Year 10 students’ understanding of Greek temples when studying Classical Civilisation
    (Faculty of Education, University of Cambridge, 2019-01-06) Legg, Mollie
    This study explores the introduction of ‘active learning’, particularly model making, into the classroom of a mixed comprehensive state school. It focusses on the impact of ‘active learning’ on student engagement and skill-building (including independent-thinking, reflection and resilience). It also assesses whether model making can influence student understanding of Classical temples as 3-dimensional buildings. The findings showed that overall student engagement increased and that students developed important thinking skills. These findings applied particularly to students who are disadvantaged in some way. However, it is unclear whether students’ understanding of the 3D nature of Classical temples was enhanced. Further research might assess the impact of ‘active learning’ on student information-retention.
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    A critical investigation into whether Year 8 students’ learning about poetry can be made memorable through a drama-based approach
    (Faculty of Education, University of Cambridge, 2019-01-03) Aylett, Rebecca
    The change to linear GCSEs means large demands are placed upon students’ memories, making it vital that teaching and learning is memorable. The action research reported here explores whether teaching through a drama-based approach can make basic aspects of poetry (i.e. the content) memorable. The investigation was undertaken with Year 8 students from a mixed 11-18 comprehensive school in East Anglia. Findings suggest that whilst students initially could not remember poetry they had previously read or studied, it seems drama could make learning about poetry memorable as students were subsequently able to recall both basic and more advanced ideas about the studied poems.
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    “Their customs can teach us lessons about our own lifestyles”: integrating the teaching of cultural awareness and intercultural understanding to the teaching of language through a task-based approach in a Key Stage 3 French class
    (Faculty of Education, University of Cambridge, 2019-01-03) Baron, Simon
    This paper reports on an attempt to identify and implement strategies to teach Key Stage 3 students about culture, understood through the concepts of cultural awareness and intercultural understanding. Through an action research project, the hypothesis that a task-based approach could be an effective way to integrate the teaching of culture to the teaching of language was tested. The intervention raised students’ cultural awareness of French speaking cultures, but had a limited impact on students’ intercultural understanding. This framework could be improved by making cultural learning objectives explicit to all students and by creating more opportunities for teachers to assess for learning.