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Professional Learning Programme Interim research and evaluation reports Research articles |
Contextualisation caged? A contextualised approach to the learning of science 'asks students to look at their world and the science within it' as a way to learn and apply major scientific concepts. Research findings have strongly supported contextualised learning in science, but a number of obstacles have prevented its widespread implementation [...] To deal with these obstacles education systems and education publishers should draw on the experiences of successful examples of contextualisation such as those provided through Salters Science and local Primary Connections initiatives. Efforts to overcome these obstacles will also need to recognise the particular local conditions including the backgrounds of staff and students.
Primary Connections: A new approach to primary science and to teacher professional learning This paper reports data on the impact of Primary Connections on teachers, students and schools based on a trial in 2005 which involved an intensive professional learning program supported with trial curriculum units. The program improved teachers' confidence, self-efficacy and practice, students' learning, and the status of science within schools. The data suggest that the combination of professional learning and being supported in their teaching with curriculum resources enhances teachers' confidence and self-efficacy through building science pedagogical content knowledge.
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