Best Evidence Science Teaching: Research Evidence in Action

Autor/inn/en	Atkinson, Lucy; Dunlop, Lynda; Bennett, Judith; Fairhurst, Peter; Moore, Alistair
Titel	Best Evidence Science Teaching: Research Evidence in Action
Quelle	In: School Science Review, 102 (2020) 379, S.55-63 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Instruction; Science Teachers; Teacher Attitudes; Secondary School Science; Evidence Based Practice; Best Practices; Open Educational Resources; Biology; Chemistry; Earth Science; Physics; Formative Evaluation; Student Evaluation; Teaching Methods; Foreign Countries; Scientific Concepts; Concept Formation; Early Adolescents; Memory; Scaffolding (Teaching Technique); Vocabulary; Feedback (Response); Metacognition; Discussion (Teaching Technique); United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Biologie; Chemie; Earth sciences; Geowissenschaften; Physik; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Concept learning; Begriffsbildung; Gedächtnis; Wortschatz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	'Best Evidence Science Teaching' (BEST) is a collection of open-access, research-evidence-informed resources for science teaching at 11-14. BEST includes progression toolkits comprising sequenced learning steps, diagnostic questions and response activities. Case studies illustrate how teachers are using BEST resources. Observations and interview data from 12 teachers suggest that BEST allowed these teachers to develop their practice in the following key areas identified by the Education Endowment Foundation (EEF) "Improving Secondary Science" guidance report: preconceptions, memory, metacognitive talk, feedback, practical work and language of science. Findings suggest that research-evidence summaries were being used by teachers to inform how they describe and explain scientific concepts, listen to student responses, sequence teaching and select models and analogies. As such, they provided access to no-cost, subject-specific professional development 'just in time' for teaching. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01