Boiler suits and buns: Using modelling in science to develop independent learning
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Authors
Walsh, Ed
Issue Date
2010
Educational Level
ISCED Level 2 Lower secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to find ways to get pupils more engaged in their learning in Science by incorporating the effective use of models into schemes of learning.
Aims: The main aim of the development work was to encourage pupils to develop positive attitudes towards Science, improve attainment, and empower teachers to develop ideas and practices to improve teaching and learning.
Methods: The participants in this development work included head of school improvement, middle leader, national strategies consultant, subject leader, teacher, and pupils. The methods used included pairs of teachers sharing complementary strengths, circulating draft plans for comment, sharing effective practice, and using CPD materials and research. Pupils were also engaged in developing ground rules and using models in lessons.
Findings: The main findings of this case study are that the use of models in Science lessons has increased pupil engagement, improved attainment, and empowered pupils to become involved in their learning. It has also supported the development of self and peer assessment, active learning strategies, and group talk.
Implications: The findings of this case study suggest that the effective use of models in Science lessons can lead to increased engagement, improved attainment, and a more positive attitude towards Science. It also suggests that collaboration and feedback are essential elements for successful development.
Aims: The main aim of the development work was to encourage pupils to develop positive attitudes towards Science, improve attainment, and empower teachers to develop ideas and practices to improve teaching and learning.
Methods: The participants in this development work included head of school improvement, middle leader, national strategies consultant, subject leader, teacher, and pupils. The methods used included pairs of teachers sharing complementary strengths, circulating draft plans for comment, sharing effective practice, and using CPD materials and research. Pupils were also engaged in developing ground rules and using models in lessons.
Findings: The main findings of this case study are that the use of models in Science lessons has increased pupil engagement, improved attainment, and empowered pupils to become involved in their learning. It has also supported the development of self and peer assessment, active learning strategies, and group talk.
Implications: The findings of this case study suggest that the effective use of models in Science lessons can lead to increased engagement, improved attainment, and a more positive attitude towards Science. It also suggests that collaboration and feedback are essential elements for successful development.
Description
Keywords (free text)
Secondary education , Science