The impact of digital content in the Junior Cycle curriculum

Science Unleashed (SU) is a pilot project aimed at Junior Cycle students in second level schools in Ireland. It is part of the IMMERSE initiative (Innovative Multi-Media Educational Resources for Students and Educators) which aims to produce a range of digital learning and teaching materials for use in primary schools (Visual Arts and Sci-Spy) and post primary schools (Science Unleashed). In this pilot project of SU material, 15 video clips had been prepared and were trialed in two stages in 6 second level schools, 5 of which were in the Dublin region. The key evaluation was to examine the impact of the use of these video clips within the classroom both on the teachers’ methodology and also on students learning. A website accompanied the DVDs and provided additional support material. The National Centre for Technology in Education (NCTE) selected three schools in February 2004, which were evaluated in May 2004. A further 4 schools were trialed in October 2004, with their evaluation in November 2004

The Development and implementation of industry informed inquiry-based units for chemistry teachers (ESTABLISH project)

El projecte ESTABLISH (7PM) té com a objectiu incrementar l'ús de metodologies d'ensenyament de les ciències basades en la indagació (ECBI) a les aules d'Europa. Mitjançant el subministrament de material didàctic (unitats ESTABLISH), reforçat per experiències reals proporcionades per la indústria, i el corresponent suport de formació educativa, tant per a professorat actiu com per a professorat en formació (Programes de Formació del Professorat ESTABLISH), els professors tenen a l'abast una àmplia gamma de recursos adequats per desenvolupar un ensenyament propi. En aquest treball s'analitza una de les unitats ESTABLISH i s'emfatitza el desenvolupament de vincles industrials. Es discuteix una sèrie d'enfocaments diferents dels vincles industrials per proporcionar un context als reptes actuals del disseny de materials didàctics.ESTABLISH (FP7 project) aims to increase the use of inquiry-based science education (IBSE) methodologies in classrooms across Europe. Through the provision of teaching and learning materials (ESTABLISH units), enhanced by authentic experiences provided by industry, and educational supports for both in-service and preservice teachers (ESTABLISH Teacher Education Programmes), teachers have a range of suitable material to develop their own teaching. This paper discusses one of the ESTABLISH units and emphasises the development of the industri· al links. A number of different approaches to industrial links are discussed, from providing context to actual design challenges

Easing the transition from secondary school to higher education through recognition of the skills of our students

This short communication discusses research, which has investigated students‟ self-perception of their skills. This was to identify which skills they felt most and least confident in upon starting university. General and scientific and practical skills as well as skills related to improving learning were explored. The results suggested that students felt most confident in working in groups, interacting with people to obtain the necessary information and assistance, and observing chemical events and changes among others. In contrast students felt least confident in planning and presenting an oral presentation, analysing and evaluating experimental data, and using the internet and other resources to gain information. Details of how the findings were used to make effective changes to an existing module will be discussed. Furthermore, the relevance of this in terms of supporting our first year students in their transition to university-level work and subsequently planning appropriate modules will be discussed in relation to the recently published results from the UK Physical Sciences Centre Review of the Student Learning Experience in Chemistry and in light of the Department for Business Innovation and Skills Higher Ambitions and Skills for Growth papers

Investigating the transition into third level science – identifying a student profile

Research into student transition to and experience of first-year undergraduate study has been ongoing for many years. The corresponding research within the discipline of science has been less prolific and that which has been published tends to focus on using external factors such as previous grades, finances, travel time etc. as predictors for student success and retention. While these studies are valuable in identifying possible impacting factors, many of these factors are out of the control of university academics. In this study an attempt is made to examine the transition experience from a more student-centred approach, by identifying a student profile at the transition stage on entry to undergraduate science that is based on a conceptualisation of learning. It uses this profile to identity potential areas for academics to build upon student strengths and expectations of university study with the aim of highlighting opportunities to ease the transition period for both students and academics and to ultimately improve student integration and performance

Evaluation of student engagement with two learning supports in the teaching of 1st year undergraduate chemistry

This paper attempts to draw together students’ interaction with an organic chemistry module on Virtual Learning Environment (VLE) (Moodle), their interaction with another learning support (Drop-in Science Clinic), the approach they have adopted to their learning of chemistry and their performance in the terminal end of year chemistry examination. It discusses student trends of usage of the VLE and relates this to their examination success. Their performance in the organic section of the examination is compared to that of the physical chemistry section in which the students’ did not have VLE support materials. Students’ usage patterns for accessing resources on Moodle were analysed. Interesting patterns of first access are shown. In general, those who interacted with the resources on Moodle did better in their terminal examinations, showing that students who were conscientious in their studies did better in their examinations

Design of Learning and Assessment Tasks

In the first section of this chapter a theoretical framework gives background information on designing learning and assessment tasks. Learning and assessment are fundamentally entwined, thus rich learning tasks can also serve as valuable assessment tasks. It is important to realise that the triumvirate of assessment practices, curricula and learning pedagogies are all inter-related and that each must complement the other for effective learning. One of the challenges in PST education is to break down their prior experiences of schooling in terms of learning and assessment and to ensure that PSTs experience varied approaches and assessment practices within their education programmes. In the second section of this chapter, four examples of good practice will be provided. These will outline strategies to introduce PSTs to learning and assessment task design. All four demonstrate the interrelatedness of learning and assessment, though in the discussion, the first two will be predominately explained in the context of learning task design (planning, sequencing, cognitive development) and the emphasis in the second two examples will concentrate on assessment (peer-learning, criteria-based and assessment of discourse)

Developing second level students’ understanding of the inverse square law and electric fields

There are specific mathematical tools involved in building an accurate model of introductory electric field theory. Algebra operations, vectors, field lines, proportional reasoning and the inverse square law are all integral parts of gaining a complete understanding of an electric field. In this paper we present a small body of research, taken from a case study with a group of 14 upper second level students, in which they developed their understanding of the inverse square law, using a pre-test-tutorial-post-test tutorial lesson model. Students struggle to understand the inverse square law unless they are repeatedly exposed to it. Using the context of intensity, our students develop their understanding of the inverse square law using a variety of representational forms, such as diagrammatic, tabular / graphical and calculations using formulae. Using our pretest and post-test results, our students showed gains in their reasoning used to explain the variation of intensity when an object is moved various distances from a source, which we attribute to their reasoning developed in the tutorial lessons. Additionally, students completed quantitative problems involving the inverse square law in the context of Newton’s gravitational law. Six weeks after the completion of the inverse square tutorial, our students completed a tutorial lesson, in which they applied their understanding of the inverse square law to Coulomb’s law and the electric field. Our results show that our students could apply the inverse square law to these contexts when guided, but some difficulties still remained, such as proportional reduction / increase based on variation of the distance, and transfer between representations, such as algebraic to graphi

‘We practise every day’: Parents’ attitudes towards early science learning and education among a sample of urban families in Ireland

Educational policies increasingly emphasise early childhood science engagement. As key influencers in children’s early learning, parents (n=85) attending a science workshop in three urban schools in Ireland were surveyed regarding their attitudes towards science. Seventy per cent of parents believed that science education should begin in the pre-school years, before the age of four. Despite high levels of education, at least half of the parents expressed some lack of confidence in talking about, and in doing science with, their young children. Parents who reported less confidence in doing science activities with their children also reported reduced frequency of activities for five out of the seven science learning opportunities listed. Mothers, compared to fathers, reported less confidence in doing science activities with their children. Findings indicate that parents’ confidence in science may impact early science experiences and highlight parents as a key support for increasing early science engagement