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Pupils' perceptions of practical science in primary and secondary school: Implications for improving progression and continuity of learning

Braund, M. and Driver, M. (2005) Pupils' perceptions of practical science in primary and secondary school: Implications for improving progression and continuity of learning. Educational Research, 47 (1). pp. 77-91. ISSN 0013-1881

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Abstract

In spite of the introduction of a National Curriculum in UK schools and the improved progression and continuity that it promised, pupils still have problems with learning when they transfer from primary to secondary school. These problems are particularly acute in science. One approach is to provide a programme of 'bridging work', focused on practical science, that is started in the primary school and continued in the secondary school. The research reported here explored pupils' perceptions and experiences of science practical work before and after transfer to secondary school. The implications of the findings for the design of bridging work in science are discussed.

Item Type: Article
Academic Units: The University of York > Education (York)
Depositing User: York RAE Import
Date Deposited: 19 Jun 2009 11:26
Last Modified: 19 Jun 2009 11:26
Published Version: http://dx.doi.org/10.1080/0013188042000337578
Status: Published
Publisher: Taylor & Francis
Identification Number: 10.1080/0013188042000337578
URI: http://eprints.whiterose.ac.uk/id/eprint/6036

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