Elaine Regan

Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice.

The Effective Classroom Practice project aimed to identify key factors that contribute to effective teaching in primary and secondary phases of schooling in different socioeconomic contexts. This article addresses the ways in which qualitative and quantitative approaches were combined within an integrated design to provide a comprehensive methodology for the research purposes. Strategies for the study are discussed, followed by the challenges of combining complex statistics with individual stories, particularly in relation to the ongoing iteration between these different data sets, and issues of validity and reliability. The findings shed new light on the meanings and measurement of teachers’ effective classroom practice and the complex nature of, and relationships with, professional life phase, teacher identities, and school context.

Attitudes, Interest and Factors Influencing STEM Enrolment Behaviour: An Overview of Relevant Literature

Post-compulsory participation in science, technology, engineering and mathematics (STEM) education is an ongoing international concern and forms a key motivation underpinning the Interests and Recruitment in Science (IRIS) research project. In this chapter, we draw upon the extensive research base connected to this issue in order to draw out and reflect upon some of the factors influencing STEM enrolment behaviour, paying particular attention to issues of gender imbalance in STEM study. In the first half of the chapter, we focus on theoretic models of choice, calling attention to research on attitudes to science, which is considered closely related to post-compulsory subject choice. We also acknowledge work that draws upon psychological constructs related to identity and interest, which also may inform understanding of STEM participation. In addition, the complexity of the issues surrounding and underpinning STEM enrolment is, we believe, highlighted by the relatively limited number of models of enrolment behaviour that integrate results from a range of research. Following this reflection, the remainder of the chapter is devoted to outlining a number of factors which have been identified by multiple research studies as influencing STEM choice, namely: age, attainment, teaching and learning, school type, influential individuals (parents and teachers), and images of science and scientists. We finish by reflecting on the influence of gender on subject choice, given the IRIS study’s particular concern with this issue.

Teachers’ Understanding and Operationalisation of ‘Science Capital’

Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a students science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students’ science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n = 10), observations of classroom practices and analyses of the teachers’ accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed.

A place for STEM: probing the reasons for undergraduate course choices

In this chapter we examine the role of place in the course choice decision-making process and propose it as a means of mediating social life in one English university case. After an examination of the geographical, sociological and psychological concept of place, we present the context of the research together with the literature on decision-making in higher education. Having established the impact of place, we look at the potential meaning the concept has for prospective higher education students since it may impact on both choice of university to attend and choice of undergraduate degree programme. Finally, we address the role of place in the decision-making of a group (n = 33) of first-year undergraduate science, technology, engineering and mathematics (STEM) and non-STEM students, analysing the student articulations of place to consider the importance and significance of place in their decision-making process.

Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project

Abstract Botanic gardens represent a significant educational resource often acting as major providers of a diverse range of formal and informal education programs for people of all ages and backgrounds. INQUIRE was a three-year project focusing on inquiry-based science education (IBSE) that involved 17 partners in 11 European countries that aimed to reinvigorate IBSE in the formal and Learning Outside the Classroom (LOtC) educational contexts in Europe. This chapter presents a case study of successful practices for embedding inquiry-based teaching and learning in botanic gardens. IBSE training courses were developed, piloted, and run. The study based on a qualitative evaluation strategy centers on the examination of the INQUIRE partners’ design, implementation and delivery of their IBSE teacher/educator training courses. The findings show that the courses had a positive impact on the participants who learned both theoretical and practical aspects of implementing IBSE in school and LOtC contexts (www.inquirebotany.org) and strong indications of good quality course provision across the project. A greater appreciation of botanic gardens as a learning resource was also noted. The project resulted in significant professional development outcomes and the key factors for success are discussed here. Consequently, this chapter presents evidence from IBSE in action in botany-related topics and provides a strong case for IBSE in botanic gardens.

'I liked the experiment because there aren't too many people who come into school to burn money': promoting participation in the sciences with chemical magic

This article reports on students’ perspectives of an in-school promotional intervention aimed at challenging traditional methods of teaching science in schools in an effort to inspire interest in school science and increase enrolments. First, the context for the research is discussed before briefly describing the intervention strategy employed and finally, exploring the potential of this innovative pedagogy as a vehicle for addressing participation in science at the classroom level. It is argued that participation depends on engagement with a subject, and the author posits that providing innovative, motivating and fun approaches to learning within the classroom that interest and engage pupils will lead to better connections with school science and to science in society. This article gives some insights into the use of a chemical magic show through the qualitatively different views and attitudes towards the chemical magic show of a sample of Irish students (n = 328). Implications for participation and inclusive and motivational classroom pedagogy are discussed.