Mary Ratcliffe

Pupil decision‐making about socio‐scientific issues within the science curriculum

This study explores the skills, knowledge and values used by 15‐year‐old pupils, in a UK school, in making decisions about science‐related societal issues. The complexities of the decision‐making process, group social interactions, and the interrelationship between affective and cognitive criteria in reasoning, are acknowledged. Boys, undertaking a GCSE science course in which decision‐making tasks were an integral feature, were audio‐taped during discussion, interviewed, and had their written work analysed. Key features of well reasoned pupil decision‐making included: understanding procedures for rational analysis of the problem; awareness and use of available information; clarification of the concerns and values raised by the issue; recognition of how scientific evidence may assist in the decision; motivation to engage fully in discussing the issue; consideration of and respect for differing viewpoints about the issue.

Evidence‐based practice in science education: the researcher–user interface

One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary science teachers (including a subset with direct experience of research), curriculum policy‐makers, in‐service trainers and authors of science textbooks and teaching materials. Questions explored perceptions of the nature, actual use and potential of research in science education. At a general level, teachers and other practitioners characterised educational research, variously, as: purposeful; carried out in a systematic manner; useful in informing action; and large scale. To be viewed as convincing, research evidence had to be seen as transferable, to have resonance with teachers’ experience and beliefs, and to have a rigorous methodology. Widespread use of research evidence in the classroom seems to depend on at least two factors: translation of research findings into tangible and useful outcomes, such as teaching materials resulting from research projects; and the presence of a professional culture which encourages both exploration of research and changes to practice. Increasing use of research evidence requires researchers to translate outcomes of research into practical actions and practitioners to be skilled in using evidence systematically in evaluation of their own practice. Networks of researchers and practitioners may further the aims of evidence‐based practice.

Socio-scientific issues and the quality of exploratory talk—what can be learned from schools involved in a ‘collapsed day’ project?

This project was designed to examine the feasibility of using a ‘collapsed day’ to explore socio-scientific issues relating to genes and genetic engineering in secondary schools by enabling science and humanities staff to collaborate. It was believed that science staff would have expertise in promoting understanding of genetics and humanities staff would have expertise in managing the ethical debates that emerged. The study took place in eight secondary schools with pupils aged 14–16. A surprising result of the project was the lack of high quality ‘public discourse’ or ‘exploratory talk’ around the ethical dilemmas raised by the topic. An examination of the data suggests that clarity about the nature of the day, teacher expertise in motivating and managing discussion, and pupil experience of discussion might be related to the level of discourse seen.

Evaluation of professional development: deploying a process-focused model

This evaluation used a change transition model to explore the processes of development of a three‐phase professional programme devised by two teams of researchers to support teachers’ expertise in six domains of science teaching. The full programme operated over two years. Interviews with developers at the end of each phase (21 interviews) and with teachers at the end of phases two and three (11 interviews) formed the main data set. The four features of the change transition model—trigger, vision, conversion, maintenance—were used as a framework for analysis of the qualitative data. Four themes emerged as contributing to the success of the process of development of the programme: establishing a shared vision of the goals of the programme and its outcomes; maintaining flexibility in implementing the phases and details of the programme; negotiating common understanding with participants; and ensuring fruitful collaboration in planning and implementation. The demands of attending to all of these features should not be underestimated in any successful developmental process. The evaluation therefore provides evidence for additional guidance in future collaborative professional development.

The Implementation of Criterion-Referenced Assessment in the Teaching of Science.

Abstract Suffolk Co‐ordinated Science is a 3 year General Certificate of Secondary Education (GCSE) course which uses criterion referenced assessment of skills, knowledge and understanding. The consistency of achievement by pupils and implementation by teachers of the assessment system were examined using the year 10 population of two schools. Test results and skill data were analysed and views of teachers and pupils were canvassed using questionnaires and interviews. Findings indicated that there was consistency in implementation in major areas, but diversity within the detail of implementation, particularly in relation to skill assessments. Formative and diagnostic feedback was not communicated to pupils as extensively as possible. Pupils and teachers were generally positive towards these methods of assessment. There was some sex bias in aspects of the system, females performing better on skill assessments than males. The tests were not necessarily of equivalent difficulty across all modules. The findin...

Impact of a national programme of professional development in science education

Evaluation of large‐scale professional development programmes in a cost‐effective but detailed manner presents challenges. Much of the research evidence on the effectiveness of professional development in science education has been the result of small‐scale studies that use clustered or stratified sampling methods. Using the evidence collected from the national Network of 10 Science Learning Centres in the UK, this research examines the nature and extent of change on a national scale from large numbers of teachers’ involvement in professional development courses. The network administers a common system of ‘embedded evaluation’, which integrates completion of evaluation forms in the training process, thus making a cross‐network study of impact possible. The research employed a triangulated approach of analysis of reported impact from different sources including impact toolkit forms, interviews with participants, a survey of their line managers and evidence from course leaders. The research shows that besides the direct impact on teachers’ own classroom practice, there is evidence of wider change involving other teachers and on whole school practice. Use of an evaluation toolkit embedded in the professional development course is regarded as a key process in supporting change and monitoring progress.

Research and Practice in Science Education: A Response to Traianou and Hammersley.

A reader of Traianou and Hammersley’s article (in this issue), which discusses at some length the work we undertook in the Evidence‐based Practice in Science Education (EPSE) Research Network, might attribute to us views that are rather different from those which we in fact hold, and which we have sought to present in our own accounts of this work. We highlight several points on which their interpretation of our work and views differs markedly from ours. The aim of the EPSE Network was to explore the practical implications of ‘evidence‐based practice’ in the context of a mainstream curriculum subject such as science, not to advocate any particular interpretation of that term. We would encourage readers interested in the relationship between research and practice in the teaching of specific subjects to base their view of our work, and the perspectives underpinning it, on our own account.

Cross-curricular collaboration in teaching social aspects of genetics

Science teachers can lack pedagogic skill and confidence in handling multi-faceted socio-scientific issues. This project explored the development, implementation, and evaluation of a ‘cross-curricular’ day as a suitable vehicle in eight different schools for both engaging 14–16 year old pupils in active consideration of social aspects of genetics and enabling science and humanities teachers to collaborate in planning and delivery. The cross-curricular research team planned a programme of activities, involving volunteer teams of teachers in development. Pupils in participating schools generally found the day stimulating, increasing their understanding of genetics and appreciation of social aspects. However, implementation showed that some teachers missed important learning opportunities as a result of lack of critical scaffolding of pupils’ discussions and limited expertise in ethical analysis. Cross-curricular collaboration was successful in presenting pupils with a holistic experience but had limitations in developing teachers’ expertise. Continuing professional development for both science and humanities teachers is needed to address socioscientific issues effectively.

Making Decisions about Biological Conservation Issues in Peer Group Discussion

An understanding of biological conservation is an essential component of education for sustainable development, and much of this understanding is initiated and cultivated through the school science curriculum. This study explores the value of group discussion among 15–16 year old pupils, and some aspects of their interaction, while making decisions about conservation issues. The great majority of pupils welcomed the opportunity to discuss the issues. Most pupils modified their solutions to the conservation management problems as a result of peer group discussion, and the activity appeared to have a long-lasting modifying effect on their attitude, particularly with regard to killing (culling) animals. Pupils’ views are context-dependent, as are the underlying values and biological concepts, which indicates that pupils should engage in peer group discussion of a range of conservation scenarios in order to make informed decision-making about biological conservation issues.

Using Media Reports of Science Research in Pupils' Evaluation of Evidence

With development of’ scientific literacy’ in mind, this classroom-based study explored skills of evidence evaluation of 15–16 year olds, through their interpretation of media reports of science research. Results indicate that most pupils can recognise research claims and evidence but are less able to recognise limitations of evidence and interactions with theory. They can offer sensible suggestions for generation of additional evidence. There appears to be limited pupil development across the one year of the study. More emphasis on evidence-theory interaction may aid pupil understanding of the scientific enterprise.