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Research by Oxford Brookes University identified that teaching for inclusive challenge in primary science lessons, with an emphasis on classroom discussions, practical work and conceptual challenge, increased pupils' enthusiasm for science and also their attainment in the subject. Led by Helen Wilson, David Coates and Jenny Mant, research insights have been used to produce evidence-based professional development for primary school teachers. This has been delivered to thousands of teachers, through training events and programmes, through a dedicated website, and through training led by Local Authority advisors who have chosen to disseminate our materials. The impact on the teachers' practice has been to encourage pupils' higher order thinking in science lessons through an emphasis on questioning, discussion and practical scientific enquiry. The ultimate impact has therefore been on the learning experiences of school pupils.
The Improving Science Together (IST) project developed pupils' enquiry skills, teachers' assessment and curriculum continuity across the primary-secondary transfer in 24 schools. This research had an impact upon public policy through its inclusion on the Department for Children, Schools and Families (DCSF) website as a case study supporting government guidance on primary-secondary transfer. Its impact upon practitioners in the project schools and authorities has been to change their practice in science enquiry assessment and primary-secondary transfer; it has a continuing wider impact on the work of teachers and trainees across the UK and internationally through web-based materials and training.
Over more than two decades research conducted at Leeds has had two interrelated impacts: i) supporting the decision-making process of those responsible for reforming the school science curriculum by providing timely and robust research evidence, for example within the recent DfE National Curriculum Review in England; ii) inspiring follow-on research and development activities funded by professional organisations, whose aim is to inform and influence science education policy and practice.
The research undertaken by Jonathan Osborne and colleagues in science education at King's has contributed substantially to contemporary curriculum and assessment policy and practice both in the UK and internationally. This programme of research has directly influenced: the Nuffield/OCR `Twenty First Century Science' curriculum, currently offered by around 1000 schools in England and Wales; the emphasis on `how science works' in the English and Welsh science curriculum; the US Framework for K-12 science education published in 2012 with its new emphasis on scientific practices; and the framework being used as a basis for the OECD Assessment of Science by the Programme for International Student Achievement (PISA) which will be administered in 70 countries in 2015.
Twenty First Century Science (OCR Science A) is a research evidence-informed suite of GCSE courses developed by the Science Education Group at York from 2001-6. Following pilot trials and evaluation in 2003-6, it was adopted and continues to be used by over 1200 centres (schools and colleges) in England, thus having significant impact on the day-to-day practice of several thousand teachers and on over 120,000 students annually from 2006 to date. A survey of centres in 2008 (Millar, 2010), after the first post-pilot cohort completed their GCSE courses, indicated increases of between 25 and 38 percent in uptake of the three main sciences at AS-level, over three times the national increase observed that year. The core GCSE Science course is unique internationally in addressing explicitly the widely accepted policy objective of improving `scientific literacy'. As a result, Twenty First Century Science has influenced science curriculum policy discussions and debates in the UK and internationally.
The impact of this work lies in its increased engagement with, and attainment in, science and technology of pupils of varied ages and social background. It uses a broad portfolio of innovative approaches, (from novel labs to science-art theatre collaborations and community-based archaeo-astronomy projects); using visual, kinaesthetic and empathetic learning models to promote STEM learning alongside cultural enrichment and improved literacy. The work has led to changes in teacher training practice, aspects of which have been embedded locally and internationally. Its interdisciplinary nature offers new models in education for sustainable development.
This longstanding research and development programme on teaching and learning conceptual scientific content has resulted in beneficial impacts on the day-to-day teaching practices of secondary school science teachers within and beyond the UK. The programme has resulted in three broad areas of impact:
Our research on technologies in science learning has led to increased participation by young people and adults in science, shifting their understanding of the scientific process. Impacts include:
In 2008, Professor Frank Hardman led a baseline study of pedagogic practices in Tanzanian primary schools to inform the design of a national school-based in-service education and training (INSET) programme. In February 2011, a pilot of the programme was launched and in August 2012 Hardman was commissioned to lead on an evaluation of the pilot, building on the 2008 baseline. Based on the findings of the 2012 evaluation, the Tanzanian Ministry of Education and Vocational Training (MoEVT) and Prime Ministers' Office-Regional Administration and Local Government (PMO-RALG) are currently planning a national scale-up of the INSET programme.
The landmark research project described in this case study has caused national policy-makers, education bodies, inspectors, local authorities and schools to reconsider the once-routine practice of assigning teaching assistants (TAs) to work with lower-attaining pupils and those with special educational needs (SEN). It has led to:
The study's findings are also influencing education policy thinking in other countries.