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Improving progression and continuity from primary to secondary science: Pupils' reactions to bridging work

Braund, M. and Hames, V. (2005) Improving progression and continuity from primary to secondary science: Pupils' reactions to bridging work. International Journal of Science Education, 27 (7). pp. 781-801. ISSN 0950-0693

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Abstract

This article reports research from a project set up to implement 'bridging work' in science in England. Group interviews of 59 pupils in Year 6 (at the end of primary school) and 48 pupils in Year 7 (at beginning of secondary school) were carried out after pupils had completed bridging work. Twenty-six of this sample were the same pupils. Semi-structured interviews were carried out in groups to ascertain: their aspirations and fears concerning secondary science, their reactions to bridging work and their memories of investigations. Year 6 pupils were positive about studying science at secondary school and remained so after transfer. Pupils' reactions to bridging at both ages were very positive. Findings challenge recent critiques of bridging. The lack of progression in pupils' communication about the variables and findings from investigations suggest that the planned progression of work was not recognized by some teachers. Bridging work alone may not guarantee improved progression and continuity in science, but as part of a carefully planned and structured programme of collaboration it has merit.

Item Type: Article
Institution: The University of York
Academic Units: The University of York > Education (York)
Depositing User: York RAE Import
Date Deposited: 14 May 2009 15:49
Last Modified: 14 May 2009 15:49
Published Version: http://dx.doi.org/10.1080/09500690500038405
Status: Published
Publisher: Taylor & Francis
Identification Number: 10.1080/09500690500038405
URI: http://eprints.whiterose.ac.uk/id/eprint/6396

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