Bob Campbell

Talking science: the research evidence on the use of small-group discussions in science teaching

This paper reports the findings of two systematic reviews of the use and effects of small group discussions in high school science teaching. Ninety‐four studies were included in an overview (systematic map) of work in the area, and 24 studies formed the basis of the in‐depth reviews. The reviews indicate that there is considerable diversity in the topics used to promote small group discussions. They also demonstrate that students often struggle to formulate and express coherent arguments, and demonstrate a low level of engagement with tasks. The reviews suggest that groups function more purposefully, and understanding improves most, when specifically constituted such that differing views are represented, when some form of training is provided for students on effective group work, and when help in structuring discussions is provided in the form of “cues”. Single‐sex groups function more purposefully than mixed‐sex groups, though improvements in understanding are independent of gender composition of groups. Finally, the reviews demonstrate very clearly that, for small group discussions to be effective, teachers and students need to be given explicit teaching in the skills associated with the development of arguments and the characteristics associated with effective group discussions. In addition to the substantive findings, the paper also reports on key features of the methods employed to gather and analyse data. Of particular note are the two contrasting approaches to data analysis, one adopting a grounded theory approach and the other drawing on established methods of discourse analysis.

Systematic Reviews of Research in Science Education: Rigour or Rigidity?.

This paper explores the role of systematic reviews of research literature and considers what they have to offer research in science education. The origins of systematic reviews are described, together with the reasons why they are currently attracting considerable attention in the research literature. An overview is presented of the key features of systematic review methods, illustrating with examples from two systematic reviews undertaken in science education — one on aspects of small‐group work in science lessons, and the other on the effects on pupils of context‐based and Science–Technology–Society approaches. Issues raised by systematic reviews in terms of characterizing research studies and making judgements about their quality are then discussed. Finally, systematic reviews are compared with more traditional narrative reviews to identify ways in which they can contribute to the undertaking of research studies in a science education.

Teaching Measurement in the Introductory Physics Laboratory

Traditionally physics laboratory courses at the freshman level have aimed to demonstrate various principles of physics introduced in lectures. Experiments tend to be quantitative in nature with experimental and data analysis techniques interwoven as distinct strands of the laboratory course.1 It is often assumed that, in this way, students will end up with an understanding of the nature of measurement and experimentation. Recent research studies have, however, questioned this assumption.2,3 They have pointed to the fact that freshmen who have completed physics laboratory courses are often able to demonstrate mastery of the mechanistic techniques (e.g., calculating means and standard deviations, fitting straight lines, etc.) but lack an appreciation of the nature of scientific evidence, in particular the central role of uncertainty in experimental measurement. We believe that the probabilistic approach to data analysis, as advocated by the International Organization for Standardization (ISO), will result i...

Contextualizing science teaching in Swaziland: some student reactions

Although many theoretical arguments have been put forward for contextualizing the African science curriculum, little is known about students’ responses to science curriculum content and teaching methods designed to be locally relevant. This paper describes research in Swaziland. It presents reactions of Swazi junior secondary students to contextualized lessons on circuit electricity, air and respiratory processes using an application‐led teaching strategy. It identifies the characteristics of the lesson materials influencing (1) student motivation and interest, (2) student participation and (3) concept development. It is argued that a continuation of a teacher‐centred teaching style prevents students from gaining the maximum learning benefits from contextualized lesson materials.

The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.

Pupils’ Perceptions of Science Education at Primary and Secondary School

This paper analyses the views of pupils before and after transfer to secondary school. While pupils reported an enjoyment of science the study raises concerns about the image, status and academic challenge of school science.

Liked and Disliked Learning Activities: responses of Swazi students to science materials with a technological approach

Abstract This study reports part of the evaluation of the impact of the introduction of science materials with a technological approach in some junior secondary classes in Swaziland. The characteristics of the new approach are threefold: contextualisation, application and investigation. The views of more than 300 student users have been collected on the type of learning activities they most and least liked, and on the reasons for their preferences. The responses have been analysed with particular attention to those activities specific to the characteristics of the new materials, and have been differentiated by gender. The results show that contextualised activities are highly appreciated, and are capable of maintaining girls’ interest in traditionally ‘boys topics’. Students are indifferent towards activities focusing on the application of science, and mainly dislike investigative activities. Group discussion as a class activity receives a mixed reception, with those in favour emphasising the opportunitie...

Teachers' Use of Textbooks: Practice in Namibian Science Classrooms.

Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a teacher dominated textbook use and a low frequency and restricted range of textbook references per lesson, with some 40% of the Senior Secondary classes observed making no use of their textbook in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information. Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.

The provision of a health promoting environment for HIV/AIDS education: the case of Namibian senior secondary schools

HIV/AIDS programmes in schools ultimately intend to decrease high risk sexual behaviour. One factor facilitating this outcome is a strong health promoting environment in the school. This paper reports a study surveying the health promoting environments supporting HIV/AIDS education in Namibian senior secondary schools. It develops a two-dimensional model for classifying the strength of a school’s health promoting environment. The findings show that schools have different strengths of health promoting environments linked more to their size than to a rural or urban location. The strength of a school’s health promoting environment is closely related to learners’ active involvement in HIV/AIDS education activities.

Science Curriculum Material Development through a Teacher-Industrialist Partnership: Industrialists' Perceptions of Their Role.

Abstract This paper focuses on a curriculum development project involving a team of teachers and industrial technologists (ITs) in the creation of lesson materials for secondary school science classes in Swaziland. The study documents the ITs’ perceptions of their role in this process, and the factors in their background and the project programme contributing to changes in these perceptions. Data have been collected through interviews, and observations and tape recordings of group discussions at different stages of the project. Findings show that although all ITs initially perceive themselves as information providers, during the stage of drafting lesson materials a majority of them take on the role of co‐creator, with a minority adopting the role of resource person or advocate. Triggers for such shifts in perceptions are discussed.