Rachael Sharpe

The assessment of practical work in school science

This article reviews how practical work, including practical skills, is currently summatively assessed in school science in a number of countries and makes comparisons with how other subjects, such as music and modern foreign languages, summatively assess skills. Whilst practical skills in school science are clearly valued as being of importance, there is a lack of clarity as to what these skills actually are and how they might, most effectively, be validly assessed. Countries vary greatly in the extent to which they employ what we term ‘Direct Assessment of Practical Skills’ (DAPS) or ‘Indirect Assessment of Practical Skills’ (IAPS). Each of these approaches has advantages and disadvantages but we conclude that too great reliance on IAPS reduces the likelihood that practical work will be taught and learnt as well as it might be.

The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work

Background: Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The ‘Getting Practical’ CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers’ predominantly ‘hands-on’ approach to practical work to one which manifests a more equitable balance between ‘hands-on’ and ‘minds-on’. Purpose: To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers’ ideas and practice in science practical work in primary and secondary schools in England. Programme description: The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample: Ten teachers of primary science and 20 secondary science teachers. Design and methods: The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results: Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. Conclusion: The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching practice then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT.

A Comparative Cross-Cultural Study of the Prevalence and Nature of Misconceptions in Physics amongst English and Chinese Undergraduate Students.

Background: Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many misconceptions, there is little evidence as to whether the prevalence of such common misconceptions varies from culture to culture. Purpose: To undertake a preliminary examination of the prevalence and reasons for some previously studied scientific misconceptions amongst English and Chinese undergraduate students so as to ascertain whether there is any evidence of cultural difference. Such a finding could help to identify teaching approaches in either country that are more effective in reducing the prevalence of common student misconceptions. Sample: The study involved a convenience sample of 40 undergraduate students – 20 English and 20 Chinese drawn equally from two universities in the North of England – whose formal science education ended at ages 16 and 15 respectively. Design and methods: The study employed semi-structured interview schedule containing eight questions. Results: Whilst similar misconceptions existed amongst both English and Chinese undergraduates, their prevalence was significantly higher amongst the English students (Overall mean score for scientifically correct answers amongst Chinese students was 27.7% higher, p < .01, r = .64). Often when English and Chinese undergraduates had similar misconceptions, they tended to explain these by drawing upon very similar erroneous analogies and these appear to be only nominally culturally independent in that they are based on globally shared everyday experiences. Conclusion: Differences in the prevalence of misconceptions amongst English and Chinese undergraduates appear to arise from differences in the way in which specific areas of physics are taught in both countries. It might be possible to reduce the prevalence of misconceptions in both countries if a better understanding could be developed of how, and why, undergraduates use certain erroneous analogies, and why some teaching approaches seem more effective in reducing the prevalence of misconceptions than others.

Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science

Abstract Background In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science. Purpose This paper reports on a project designed to support students from disadvantaged backgrounds by pairing them with undergraduate mentors from a university throughout the final year of their compulsory science education in England (Year 11 – aged 15–16) at the end of which students take their public General Certificate of Secondary Education (GCSE) examinations. Sample The study, set up as a randomised control trial, involved 86 disadvantaged students – students from low-income families who are eligible for free school meals, or had been looked after for more than six months, or whose parent(s) are currently in the Armed Forces. Four schools were recruited. The schools were similar in terms of the proportion of free school meals, GCSE 5A*-C measures and value-added performance to reduce the likelihood of any effect being attributable to factors other than mentoring. Design and methods Students were recruited from four schools and were randomly assigned to experimental and control groups – half in each group. Experimental group students were mentored for one hour per week for 23 weeks up until their GCSE examinations with an intensive six-hour mentoring session just prior to those examinations. Data were collected from the Year 11’s mock and actual GCSE examination results as well as questionnaires from Year 11 and undergraduate mentors. Results It was found that mentored students did statistically better in terms of attainment in both mock and actual GCSEs examinations and also showed a statistically significantly greater improvement in their attitudes to science than un-mentored students. Conclusions These findings indicate the value of academically asymmetrical paired mentoring for disadvantaged students within science.