24 research outputs found
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Engaging trainee teachers in assessment for learning: creating a pedagogy of learning
This workshop is designed and delivered in response to the assessment needs of trainee teachers in meeting the requirements of Teachers’ standards 2 (promote progress and outcomes of pupils) and 6 (make accurate and productive use of assessments) published in the Department for Education’s Initial Teacher Training core content framework. The workshop informed the design of an ongoing large-scale mixed method research that is inspired by a constructivist approach to learning. It aims to promote assessment practices among trainee teachers in early years, primary, secondary, and further education courses at the University of Greenwich. The outcome will help to improve trainee teachers’ classroom assessment practices and pedagogy by moving the deficit model of teaching-learning. It will promote co-construction of knowledge and assessments among trainee teachers and students. In addition to reviewing how we support trainee teachers’ assessment practices in our teacher education programme
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Towards a comparative education: a wake-up call to developing quality STEM in Nigerian public schools
Quality education is pivotal in developing a nation’s economy, its citizenry, and the well-being of the people. Some of the mandates of the Federal Ministry of Education (FME) (2019) in Nigeria are to prescribe and maintain uniform standards of education throughout the country, control and monitor the quality of education and develop curricula and syllabuses at the national level. To understand the role of education and how the government provides quality education for students, we can look at it through the lens of comparative education. This can be between countries and within a country; however, this article will explore comparative education from the perspectives of the quality of education provided to children in public schools in Nigeria. The article will focus on science, technology, engineering and mathematics (STEM) education in public secondary schools in Nigeria and draw upon interviews with STEM teachers, school principals, university academics and STEM employers and experts
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Reflecting on lessons from engaging with remote teaching during the Covid-19 pandemic in schools in England: a commentary on potentials for improvement
The outbreak of Covid-19 has caused major disruptions to the education system in the UK and other parts of the world. This resulted in remote teaching and learning in secondary schools. Schools, teachers, parents, and students have all been affected by this change to teaching and learning, especially concerns that remote teaching may not be as effective as traditional face-face teaching. This is even more difficult among secondary schools as remote teaching is not common in such settings compared to higher education where this has been used and developed.
The current situation raises a variety of challenges for all involved in teaching and learning. This commentary, therefore, draws attention to how secondary schools and teachers are engaging with remote teaching in England and the inevitable professional development needs of teachers. It explores various types of remote teaching, their advantages, and disadvantages and how they can be used to support classroom practices. The commentary considers some of the salient issues developing from this new way of teaching drawing on current practices and practitioners’ views, and existing theories to suggest ways of addressing potential challenges resulting in a model for supporting the delivery of remote teaching and learning
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Evaluating science trainee teachers’ assessment pedagogy in promoting cognitive learning experience among students
This study is framed within a social cognitive theory to explore how identified assessment frameworks such as the application of prior knowledge, collaborative learning, and modelling and eliciting feedback can promote cognitive learning among students. The participants included a researcher, a research assistant, who was involved in the data collection, and 20 trainee science teachers in initial teacher education (ITE) in England, who were training as secondary school teachers. Data was collected through lesson observations and interviews, with a further layer of data verification between the research assistant and the interviewees to promote triangulation. The interview questions sought to establish how trainee teachers were promoting cognitive learning by implementing assessment pedagogies to encourage positive behaviour towards learning. The interview data were analysed using a deductive thematic analysis, as the data sources were coded based on identified assessment frameworks. The outcome suggests that the assessment frameworks enhanced cognitive learning experiences among students
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Promoting problem-solving skills among secondary science students through problem based learning
This research was informed by a constructivist approach to learning, with a focus on answering the research question: what skills can science teachers promote and encourage among students through designing and implementing problem-based learning in their classrooms? The research was carried out in a co-education secondary school in England and involved fifty-two Key Stage 3 students (second year of secondary education), aged 13 years old. It utilized a theoretical framework of the 3C3R model (3C- content, context, and connection, and 3R- researching, reasoning, and reflecting) in problem-based learning (PBL). Data were collected through lesson observations, interviews, and focus groups. It was analyzed using thematic analysis and the recurrent themes were coded by creating relationships and links to the problem-solving skills promoted by PBL. The study found that the application of prior knowledge, collaborative learning, modeling and eliciting feedback were the skills promoted by PBL and these are valuable in problem-solving. However, collaborative learning was the dominant skill promoted by PBL. Teachers’ pedagogical knowledge and the time students spent researching were limiting factors in promoting problem-based learning, thereby suggesting the need for continuing professional development for teachers and further integration of blended PBL to maximize learning time
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Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students
This study examined the types of questions created by secondary school science students in a UK school. The research was informed by a constructivist paradigm promoting student-led questions through formative assessments. It involved three science teachers and 137 students aged 12-14 years old (years seven, eight and nine). Data was collected through lesson obser-vations, a focus group and field notes involving an experimental and control group of stu-dents. The questions created by both groups were compared. The study found that most of the questions were of low order despite the teaching strategies employed. However, there was an improvement in the quality of questions created by the experimental group following training of the students on using Bloom’s taxonomy. They created high-order questions that had a positive impact on the quality of feedback and dialogic interactions. Teachers’ as-sessment competency and capability along with the time constraints in delivering curricular contents are limiting factors in promoting student-led questions
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Co-constructing knowledge between educators and their students: a pedagogical approach to teaching and learning in the HE
No abstract available
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A systematic review of preservice science teachers’ experience of problem-based learning and implementing it in the classroom
This study investigates whether problem-based learning (PBL) is used in preservice science teachers’ education, how it develops their pedagogical approach, and what they understand about PBL and its implementation in the classroom. The study utilized a systematic review of the related literature in the field of PBL, with a focus on preservice science teachers’ education. It used a specific search strategy to identify the literature following the inclusion and exclusion criteria, adhering to the PRISMA guidance and generating a flow diagram. In addition, the Mixed-Methods Appraisal Tool was used to appraise the quality of the articles. The results show that PBL is not fully utilized in preservice science teachers’ training and just a few relevant articles have been published in this area. The study reveals that PBL is an effective pedagogical approach in teaching and learning and preservice science teachers should be engaged in the process of learning by taking part in the PBL design process and experiencing it in the classroom as students of their instructors to learn from the process. Continuing professional development would help preservice science teachers to develop the knowledge and skills to design and implement PBL in their classrooms
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The impact of after school science club on the learning progress and attainment of students
This study reports the measured impact of attendance at after school science club (ASSC) on the progress and attainment of Key stages 3 and 4 students in a coeducation academy in the UK. The research was experimental in design and collected data from both a control and an experimental group of participants, 17 and 140 respectively. Data were collected through observation, questionnaires, focus groups and test performance scores. The data were subjected to various statistical analyses using SPSS. The means of performance scores for students in both control and experimental groups were tested for significance at different time points using Welch’s T-test, and the effect of the ASSC on science performance scores across the different time points for both groups was tested (pre and post tests) using the Kruskal Wallis test. The questionnaire was analyzed using thematic analysis with recurrent themes identified following a process of coding to establish the skills that students can gain from attending and participating in an ASSC. The study found that the experimental group, who attended ASSC showed improvements in their academic attainment although most participants identified the acquisition of non-academic skills as the more significant outcome of their engagement. These skills included collaboration and teamwork, leadership and communication skills, and confidence in learning. Drawing on the findings, the study provides evidence that discipline-specific after-school clubs can facilitate learning and recommends that discipline-informed extra-curricular activities should be promoted in facilitating learning in STEM subjects
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Pedagogical approaches to inclusive education and decolonising the curriculum as both sides of the spectrum: what does it entail for us as educators?
No abstract available