Thinking Moves: Science
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Authors
Burke, Ian
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
ISCED Level 4 Post-secondary non-tertiary education
ISCED Level 4 Post-secondary non-tertiary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: In a special secondary school setting, research was conducted to explore the integration of eight Thinking Moves in science lessons. This initiative aimed to enhance students' comprehension of scientific processes, specifically focusing on skills such as sequencing and vocabulary development, including the recognition of synonyms.
Aims: The primary objective of the research was to determine the impact of Thinking Moves on students' understanding of science. By facilitating a deeper exploration of scientific vocabulary and processes, the research aimed to enhance inclusive educational practices for students with special educational needs and disabilities (SEND).
Methods: The research was structured around two action research cycles. During each cycle, planning and implementation phases were undertaken, allowing the research question to evolve based on findings from preceding steps. Ethical considerations were paramount, with consent obtained from all participants to ensure the data could be published anonymously.
Findings: The introduction of Thinking Moves positively affected students' understanding of sequencing and science concepts. Participants demonstrated an improved ability to engage with scientific vocabulary, indicating that the strategy effectively supported their learning processes. The iterative nature of the research allowed for ongoing reflection and adjustment, contributing to a deeper understanding of the methods employed.
Implications: The study illustrates the potential benefits of structured frameworks like Thinking Moves in fostering inclusivity within science education for students with SEND. Other educators may take from this research the value of intentional vocabulary exploration and sequencing in lesson design, as well as the importance of iterative research practices in refining teaching strategies to meet diverse student needs. The ethical considerations highlighted within the research may also serve as a model for future studies involving vulnerable populations, ensuring respect for participant confidentiality and consent.
Aims: The primary objective of the research was to determine the impact of Thinking Moves on students' understanding of science. By facilitating a deeper exploration of scientific vocabulary and processes, the research aimed to enhance inclusive educational practices for students with special educational needs and disabilities (SEND).
Methods: The research was structured around two action research cycles. During each cycle, planning and implementation phases were undertaken, allowing the research question to evolve based on findings from preceding steps. Ethical considerations were paramount, with consent obtained from all participants to ensure the data could be published anonymously.
Findings: The introduction of Thinking Moves positively affected students' understanding of sequencing and science concepts. Participants demonstrated an improved ability to engage with scientific vocabulary, indicating that the strategy effectively supported their learning processes. The iterative nature of the research allowed for ongoing reflection and adjustment, contributing to a deeper understanding of the methods employed.
Implications: The study illustrates the potential benefits of structured frameworks like Thinking Moves in fostering inclusivity within science education for students with SEND. Other educators may take from this research the value of intentional vocabulary exploration and sequencing in lesson design, as well as the importance of iterative research practices in refining teaching strategies to meet diverse student needs. The ethical considerations highlighted within the research may also serve as a model for future studies involving vulnerable populations, ensuring respect for participant confidentiality and consent.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), Thinking Moves, expressive language, metacognition, science education