John Twidle

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–school partnerships in England. These are 1‐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 Information and Communication Technology in schools, 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.

Issues, challenges and needs of student science teachers in using the Internet as a tool for teaching

In recent years there has been a strong emphasis on the value of various applications of information and communication technology as tools to support teaching and learning. One tool that has been given prominence is the Internet and in order to attain Qualified Teacher Status in England, student teachers are required to demonstrate an ability to use remote databases, such as those provided through the Internet, to support their teaching. However, the experience of the collaborating researchers, working with student teachers in five different higher education institutions, suggests that use of the Internet remains limited. This research project sought to examine current attitudes and practice amongst student secondary science teachers. In particular, factors promoting or hindering the use of the Internet in the classroom were investigated, alongside views concerning what might constitute good pedagogy. The results indicate that most student teachers are making at least some use of the Internet and see its value in promoting learning. However, many issues arose in addition to those which were simply related to lack of resources or technical difficulties. Thus the disparate nature of the material on the Internet and a perception of limited information about effective pedagogy, coupled with a shortage of role models to demonstrate successful use, were also identified as important barriers to their development of effective use of the Internet. The implications of this for initial teacher education programmes are discussed and suggestions for development and further research outlined.

Magnetic braking revisited: activities for the undergraduate laboratory

This paper revisits the demonstration of Lenz by dropping magnets down a non-magnetic tube. Recent publications are reviewed and ideas for undergraduate laboratory investigations are suggested. Finally, an example of matching theory to observation is presented.

Using the Internet in Science Teaching? Issues and Challenges for Initial Teacher Education

This article reports on a research study that looked at the issues and challenges of training new science teachers to use the Internet in their planning and teaching. It was conducted within three university departments in England and focused on an exploration of the issues and challenges facing trainee teachers in using the Internet in their science teaching and whether using the Internet in science teaching demands a new pedagogy. The research explored this area through investigating the use of a set of teacher education materials developed by the authors to enhance their trainee teachers’ use of the Internet. The findings reveal that there are many similarities in the use of the Internet with other ICT or science activities, including pedagogical issues around how to organise group work, the role of the teacher and even the geography of the teaching environment. However, there were some key differences which the article highlights, particularly using the Internet as a resource for research activities in science which raised issues for teachers and pupils in selecting appropriate websites from such a wealth of information. The article ends with a consideration of the implications of these findings for initial teacher education in science.

Trainee Teachers' Use of the Internet--Opportunities and Challenges for Initial Teacher Education

This paper reports on 12 in‐depth case studies of trainee science teachers’ use of the Internet in their science teaching from teacher training programmes in four UK universities. The findings reveal many opportunities and challenges trainee teachers face in using the Internet and these are examined in the light of the promotion of the use of ICT in general and the Internet in particular, both in the UK and on an international scale. The analysis draws out implications for science teacher education programmes and future practice.

A pedagogical framework for developing innovative science teachers with ICT

Background: The authors have conducted a number of research projects into the use of ICT in science teaching and most recently have collaborated with five European partners in teacher education to develop resources to assist teacher trainers in delivering courses for the professional development of science teachers. Purpose: 1. To describe the main aspects of pedagogy which are relevant to the use of ICT tools which serve practical science teaching. 2. To discuss approaches to teacher education which aim to emphasise the pedagogical aspects of using those ICT tools. Sources of evidence: 1. A review of the research literature on the effectiveness of using ICT in education with a particular focus on pedagogical knowledge and its interaction with associated technical knowledge. 2. Authors’ experience as teacher trainers and as researchers in methods of employing ICT in science education. 3. Studies conducted by partners in the ICT for Innovative Science Teachers Project and training materials developed by the project. Main argument: Starting from the premise that it is the pedagogical actions of the teacher which determine successful learning outcomes of using ICT in science lessons, the paper describes the main components of pedagogical knowledge and understanding required by teachers. It examines the role of an understanding of affordances in helping teachers to deploy software tools appropriately and defines some of the skills for exploiting them to benefit learning. Innovation is successful when ICT activities are incorporated in ways that complement non-ICT activities and serve science learning objectives. When teachers are alert to adapt their pedagogical skills, they evolve new ways of working and interacting with students. Training courses need to provide means of helping teachers to examine the professional beliefs which underpin their pedagogical approaches. This is most effectively achieved when a course blends personal hands-on experience with discourse with other professionals and when there is iteration between the training experience with activity in the classroom. Conclusions: The most significant products of professional development are the integration of ICT in the curriculum and a change in a teacher’s pedagogy towards teaching approaches which empower students to work more independently and reflectively.

Is the concept of conservation of volume in solids really more difficult than for liquids, or is the way we test giving us an unfair comparison?

Background Traditional studies of childrens mastery of conservation of volume in liquids and solids have reported that conservation of volume in liquids is an easier concept to master than its solid counterpart. However, the two concepts have been assessed in different ways, with the assessment tool for solids employing a more complex process. Purpose The study compares childrens mastery of the concepts of liquid and solid volume conservation when assessed in comparable ways. Sample A total of 644 children, between the ages of 9 and 14 years, participated in part one of the study and attended mixed-gender, non-selective schools (achieving at or close to the national average in public examinations at ages 11 and 14) in the Midlands region of England. A total of 104 children, aged 9 and 10 years, participated in part two of the study and attended similar schools (achieving at or above the national average in public examinations for 11-year-old children) in the Midlands and Home Counties regions of England. Design and methods The initial stage of the study was carried out with the cooperation of opportunity samples of children from each school and represented a cross-section of abilities within the schools. Part one was designed, using established methods, to establish the hierarchy of concept mastery and identify the most appropriate age range of children with which to carry out the second part of the investigation. Part two was designed to investigate if the same hierarchy of concept mastery existed when both liquid and solid volume conservation were assessed in a comparable manner. The chronology of the study was: part one and replication, followed by part two and culminating, in summer 2004, with part two replication. Analysis of results was by a simple percentage comparison, coupled with a categorization of accompanying explanations. Results When assessed in a traditional manner, by Year 5 (ages 9 – 10) some 81.7% had mastered the concept of conservation of volume in liquids, rising to 92.5% by Year 9 (ages 13 – 14). Comparable figures for solid volume conservation were 51.7% rising to 71.7%, and for displacement, 11.7% rising to 67.9%. When mastery of liquid and solid volume conservation was assessed in equivalent ways, children still found the concept easier to master with liquids (61.8%) than solids (19.6%). Conclusions A hierarchy of development exists within the concepts of displacement, solid and liquid volume conservation. The most common misconception among children who have not yet mastered the concept of displacement by solids (and to a lesser extent liquids) is for them to attribute the volume displaced to the materials weight. A significant proportion of children entering secondary schools had not mastered some of the concepts we might have expected. Even when liquid and solid volume conservation were assessed in a comparable manner, children still found liquid volume conservation easier to master. Children were not consistent in the logic they employed to explain seemingly parallel situations.

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.

I Could Enjoy Teaching: The Case of Physics

There is a chronic international shortage of mathematics and science teachers, particularly physicists. The study reported here examines why physicists become teachers and why they stay in teaching. Physicists from seven preservice teacher training cohorts from three English universities were invited to answer an online survey with follow-up telephone interviews exploring their decisions to become teachers and the factors influencing their retention in the profession. Key to becoming teachers were pivotal experiences revealing teaching as a career they could enjoy. Analysis also showed a frequent lack of support and feelings of isolation for beginning physics teachers in schools.RésuméSur le plan international, il y a une carence chronique d’enseignants de mathématiques et de sciences, en particulier en physique. L’étude résumée ici se penche sur les raisons pour lesquelles les étudiants diplômés en physique choisissent l’enseignement et pourquoi ils décident d’y rester. Des physiciens de sept cohortes de formation en enseignement, provenant de trois universités anglaises, ont été invités à répondre à une enquête en ligne suivie d’entrevues téléphoniques pour analyser leur décision de devenir enseignant ainsi que les facteurs ayant influencé leur choix de carrière. Parmi les facteurs déterminants figurent les expériences clés qui leur ont indiqué l’enseignement comme une profession qui pouvait leur plaire. L’analyse révèle également un manque de soutien et un sentiment d’isolement chez les nouveaux enseignants de physique à l’école.

Magnetic Braking Revisited: An Activity for "How Science Works".

The National Curriculum for 14–16 year old students in England contains a mandatory element called How science works. Included in this material is interpretation of data, collecting data from primary sources, using ICT tools, and developing an argument and drawing conclusions. What follows is an activity, based on magnetic braking, which allows students to develop these areas and more.