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Improving Subject Teaching: Lessons from Research in Science Education
In many countries, questions are being raised about the quality and value of educational research. This book explores the relationship between research and practice in education. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence. Science education is used as a case study but the issues considered apply to the teaching and learning of any curriculum subject.
The book draws on the findings of four inter-related research studies and considers:
how research might be used to establish greater consensus about curriculum;
how research can inform the design of assessment tools and teaching interventions;
teachers and other science educators perceptions of the influence of research on their teaching practices and their students learning;
the extent to which evidence can show that an educational practice works .
The book draws on the findings of four inter-related research studies and considers:
how research might be used to establish greater consensus about curriculum;
how research can inform the design of assessment tools and teaching interventions;
teachers and other science educators perceptions of the influence of research on their teaching practices and their students learning;
the extent to which evidence can show that an educational practice works .
210 pages, Kindle Edition
First published September 1, 2006
3 people want to read
About the author
Robin Millar
23 booksProfessor Robin Millar is a member of the Department of Education at the University of York, England.
He came to York in 1982, after 8 years teaching physics and general science in schools in the Edinburgh area. Before that he had graduated in Natural Sciences from Cambridge (Part II in Theoretical Physics), done a PhD in Medical Physics at the University of Edinburgh, and trained as a science teacher at Moray House College.
He is Chair of the Departmental Research Committee, and he has directed (or co-directed) several large science education projects, most recently as co-ordinator of the Evidence-based Practice in Science Education Research Network, which was part of the ESRC Teaching and Learning Research Programme.
He has been involved in several major curriculum development projects, including Salters Science, Salters Horners Advanced Physics, AS-level Science for Public Understanding and A-level Science in Society. He co-directs the Twenty First Century Science project, which has developed a suite of GCSE courses with a scientific literacy core, designed to provide a more flexible set of options for schools and students.
He came to York in 1982, after 8 years teaching physics and general science in schools in the Edinburgh area. Before that he had graduated in Natural Sciences from Cambridge (Part II in Theoretical Physics), done a PhD in Medical Physics at the University of Edinburgh, and trained as a science teacher at Moray House College.
He is Chair of the Departmental Research Committee, and he has directed (or co-directed) several large science education projects, most recently as co-ordinator of the Evidence-based Practice in Science Education Research Network, which was part of the ESRC Teaching and Learning Research Programme.
He has been involved in several major curriculum development projects, including Salters Science, Salters Horners Advanced Physics, AS-level Science for Public Understanding and A-level Science in Society. He co-directs the Twenty First Century Science project, which has developed a suite of GCSE courses with a scientific literacy core, designed to provide a more flexible set of options for schools and students.
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