The challenge of developing innovative science teachers with ICT

This article begins by reviewing some important software tools which have benefits for science teaching and then describes ways in which the teacher has an important influence on the success of ICT activities in the classroom. Through examples of how such tools may be used to create new activities, we discuss some of the skills and teaching approaches needed to exploit their potential for learning. We then look at a model of teacher development and suggest how the training materials developed by the ICT for Innovative Science Teachers Project might be used in future training courses to meet the challenge of a changing pedagogy with ICT

The use of the Internet in science teaching: a longitudinal study of developments in use by student teachers in England

This paper reports on a longitudinal study of developments in use of the Internet by science student teachers on Post Graduate Certificate of Education (PGCE) courses in five higher education institution – schools partnerships in England. These are one year, full time, teacher training courses for graduate scientists. The aim of the research was to examine changes in attitudes to, and use of, the Internet to support science teaching and the perceived challenges and barriers to practice in schools, against a background of high national expectations reflected in the qualification standards of the teacher education courses. The research has involved nearly 600 student teachers, representing between 7% and 8% of those training on PGCE science courses in England, and has employed mixed methods, with questionnaires serving as the main basis for analysing trends, and focus groups and case studies used to gain deeper insight to the particular issues identified. The process has been an iterative one, with the outcomes of each year's research being used to inform further research and course developments in the institutions involved. The findings indicate that attitudes and confidence in use of the Internet have improved over the period, with evidence of increased application directly in the classroom. However, in addition to some of the generic technological issues that may hinder developments in the use of ICT, there are continuing concerns relating to limited pedagogical guidance and availability of good role models. The implications of this for developments in science teacher education programmes are discussed

Enthusiasm, relevance and creativity: could these teaching qualities stop us alienating pupils from science?

The poor attitude of pupils towards science continues to be a topic of concern within secondary schools. This article considers research and highlights what we can learn as teachers to persevere in tackling the problem. Alongside this review, a case study was undertaken with a sample of year 7 pupils (ages 11–12) in English schools who reported that they enjoy the practical element of science but can be distracted by the complicated facts and explanations. Pupils’ suggestions to improve their engagement in science lessons were to include more experiments as well as fun tasks and a variety of activities. We consider whether an approach including more of these factors in science delivery could reduce alienation of pupils from the science curriculum and hence attract more pupils to continue their education in science-related courses

E-learning in Science and Design and Technology : Proceedings of IDATER on-line conference 2005 - 2006

E-learning in Science and Design and Technology : Proceedings of IDATER on-line conference 2005 - 200

Why don't zombies like hibiscus tea? A multi-subject approach to photosynthesis through the use of Gratzel cells

Traditionally, photosynthesis has been seen as the domain of biology, with some input from chemistry when dealing with chromatography, while, apart from a passing reference to the colour of leaves, physics has tended to steer clear of the process that provides the lifeblood of human existence. This article outlines how a recent technological advance can be used as a teaching resource in all three branches of science

Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching

In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society

Secondary science 11 to 16 : a practical guide

Abarca una amplia gama de temas del plan de estudios de ciencias para secundaria. Proporciona a los profesores que preparan el Qualified Teacher Status (QTS) no solo un detallado conocimiento de las distintas materias para captar sus principales conceptos, sino, también, actividades prácticas y útiles para entusiasmar a los alumnos con la ciencia. Incluye experimentos de interés para los niños como: extraer el ADN a un kiwi, la cromatografía de los dulces, la eliminación del hierro de los cereales y un rompecabezas de una placa tectónica.SCBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Karoo Futures: Astronomy in Place and Space

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