Reconceptualising inquiry in science education

Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students’ experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students’ school career and beyond

Building capacity for professional development: the development of teachers as facilitators in Ghana

In low and middle income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low and middle income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts

The Introduction of the New Curriculum and Senior High School System in the Philippines : report of the consultation exercise undertaken in November 2015

Science, Technology, Education and Mathematics (STEM) as critical determinants economic prosperity. Indeed, STEM educated and trained individuals have been shown to be major determinants of innovation and, thus, contributors to significant economic productivity. Capitalising on such reports, countries such as China and India have developed key policy strategies aimed at increasing the number of scientists and engineers in an attempt to reap the benefits of a STEM-educated workforce. Also, SEAMEO member countries are currently investigating proposals for a common curriculum and educational standards. The SEAMEO Basic Education Standards initiative is aiming to develop a common curriculum framework which reflects those of world class performing countries identified through international assessment tests such as PISA. The focus is science, mathematics, English and entrepreneurship at secondary schooling level and will be anchored by ASEAN values and culture. There is a clear commitment to STEM education in the region and the reported Philippine initiative is well placed to provide the necessary STEM education experiences for students that will lead to an increase in participation in STEM study and careers. In the Philippines, the education system has initiated an increase from ten years to twelve years of study and introduced a new science curriculum to enhance the teaching and learning of science and science related subjects. The Sheffield Institute of Education (SIoE),Sheffield Hallam University was asked by the CHED K to 12 team to conduct a consultation on aspects of the move to the K to 12 curriculum and the introduction of the Senior High Schools initiative. Two senior researchers from SIoE visited Manila in November 2015 and worked directly with the CHED team, invited teachers and HEI academics through informal discussions and workshops to gain an understanding of the K-12 and SHS initiative. The SIoE team developed a series of tools to aid reflection and analysis of the science curriculum. These are included in this report in the appendices. This White Paper will present findings from the consultation process based on the evidence gathered. It also sets out a list of recommendations aimed to support effective development and progress of the initiative. These recommendations emerge from the consultancy process

Chain reaction final report

Chain Reaction was a three-year project funded by the European Commission. Its key aim was to develop Inquiry Based Science Education (IBSE) across twelve partner countries—United Kingdom, Italy, Slovakia, Turkey, Bulgaria, France, Slovenia, Germany, Greece, Ireland, Jordan, Georgia. The key underpinning element of the project was the development and deployment of interactive and engaging professional development for science teacher educators from each participating country. The science teacher educators involved were introduced to ‘tried and tested’ inquiry-themed science resources and worked collaboratively with project members to gain a clear understanding of the philosophy and mechanisms involved in designing and facilitating inquiry in the science classroom. Once fully cognisant in the use of the resources the science teacher educators, from each partner, designed and delivered a dedicated professional development course for participating science teachers. The specific nature of each professional development event varied from partner to partner but was consistent in its aim to develop participating teachers’ confidence and skills in using the resources with their science students. Following the professional development sessions in each country, science teachers were able to deliver a series of inquiry-based sessions

3D Science – theoretical model or potential classroom reality?

This article offers an outline of 3D science that conceptualises science around three dimensions: domain knowledge, evidence-management procedures and psychological energy. We propose that this model could underpin a rigorous, effective and motivating approach to science education in schools. We show how self-determination theory offers useful insights into motivation in 3D science and discuss the benefits of this for teachers and students. As proof of concept we sketch out clear assessment objectives for a 3D-compliant science course and develop outline assessment criteria to show the possibility for progression

Science teachers' perceptions of expertise in practice : An exploratory study.

This thesis reports on an exploration of the nature and characteristics of science teaching expertise as exhibited by six identified expert science teachers. An action research methodology was adopted with data gathered through: semi-structured interviews; classroom observations, and reflective discussions. A culture of collaboration between the researcher and teachers was encouraged by the researcher in an attempt to create a 'bottom-up' approach to the study. The teachers acted as research collaborators by continuously reflecting on, and analysing their knowledge and practice within the context of the study.The reported study emphasises a need for identifying characteristics of science teacher expertise from the insights of teachers themselves. The study considers the reflections and perceptions of the science teachers involved to be an important part of their continuing professional development, which leads to a greater self-awareness and understanding of their teaching expertise. Findings show that these six science teachers demonstrate: subject master; deep pedagogical understanding; considerable pedagogical content knowledge, and a desire to continue learning for an entire professional life, in an attempt to keep abreast of changes and developments in science and education. Within these characteristics, the teachers exhibit, for example, organisational skills, empathy, flexibility, intuition, enthusiasm and professionalism. Most of all, they demonstrate an ability to operate and communicate at the level of their pupils. They study contributes to the debate about effective teaching and better ways for teachers to learn from their experienced by offering a detailed account of science teacher expertise from the perceptions of six expert teachers. The study also highlights a wide ranging existing literature base in a attempt to offer a way of thinking about teaching expertise. Findings from the study indicate strong similarities with those of the existing literature

Design of an engineering curriculum and 12 STEM modules for the Thai Basic Education Ministry (OBEC)

The Centre for Science Education (CSE), a part of the Sheffield Institute of Education at Sheffield Hallam University was invited by the Ministry of Education (OBEC) in Thailand to review the STEM provision in Thailand with particular reference to the performance of gifted and talented students and to create an Engineering Curriculum and a set of STEM modules which would integrate with existing subjects. This project is part-funded by the Newton Fund in Thailand. The key outputs of the project are a review of the existing STEM curriculum, the creation of a compatible Engineering subject and the formulation of supplementary courses for 195 Gifted schools which have a focus on STEM. The report would also identify barriers to successful implementation and suggest a monitoring and evaluation approach that would match the initiative’s aims. In August 2016 a team from CSE delivered a three day workshop in Bangkok. The workshop introduced the new Engineering Curriculum and the STEM modules to 50 teachers drawn from the 195 STEM specialist schools. The workshop also provided some professional development input for the teachers about how to create modules in the new Engineering Curriculum and techniques for working with gifted and talented students

Engineering Thailand : design of an engineering curriculum and 12 STEM modules for the Thai Basic Education (OBEC).

The Centre for Science Education (CSE), a part of the Sheffield Institute of Education at Sheffield Hallam University was invited by the Ministry of Education (OBEC) in Thailand to review the STEM provision in Thailand with particular reference to the performance of gifted and talented students and to create an Engineering Curriculum and a set of STEM modules which would integrate with existing subjects. This project is part-funded by the Newton Fund in Thailand. The key outputs of the project are a review of the existing STEM curriculum, the creation of a compatible Engineering subject and the formulation of supplementary courses for 195 Gifted schools which have a focus on STEM. The report would also identify barriers to successful implementation and suggest a monitoring and evaluation approach that would match the initiative’s aims. In August 2016 a team from CSE delivered a three day workshop in Bangkok. The workshop introduced the new Engineering Curriculum and the STEM modules to 50 teachers drawn from the 195 STEM specialist schools. The workshop also provided some professional development input for the teachers about how to create modules in the new Engineering Curriculum and techniques for working with gifted and talented students

The views of five participating undergraduate students of the Student Associates Scheme in England

This paper reports findings from a study which explored undergraduate perceptions of the Student Associates Scheme in England (SAS). The scheme was established by the Training and Development Agency for Schools in an attempt to increase the number of graduates entering the teaching profession, particularly in shortage subjects such as the physical sciences and mathematics. The scheme places undergraduate students on short-term placements in secondary schools throughout England to provide them with experiences that may encourage them to consider teaching as a career option. Findings show that the SAS school placements were a positive experience for the students participating in this study. However, a question emerged as to whether or not the scheme is targeting students who have yet to decide upon teaching as a career or just reinforcing the existing aspirations of students who have already decided to teach. As the scheme is attempting to increase the number of teachers entering the profession this question has important implications for this study and further work which will focus on undergraduates who think that their career ambitions would not be fulfilled by teaching