Atkinson, Lucy, Dunlop, Lynda orcid.org/0000-0002-0936-8149, Bennett, Judith orcid.org/0000-0002-5033-0804 et al. (2 more authors) (2020) Best Evidence Science Teaching: research evidence in action. School Science review. pp. 55-63. ISSN 0036-6811
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.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | This is an author-produced version of the published paper. Uploaded with permission of the publisher/copyright holder. Further copying may not be permitted; contact the publisher for details |
Keywords: | Research, evidence-informed practice, formative assessment, diagnostic assessment |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) The University of York > University of York Science Education Group (UYSEG) |
Depositing User: | Pure (York) |
Date Deposited: | 13 Jan 2020 15:40 |
Last Modified: | 02 Apr 2025 23:17 |
Status: | Published |
Refereed: | Yes |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:155599 |
Download
Filename: SSR_December_2020_055_063_Atkinson.pdf
Description: SSR_December_2020_055-063_Atkinson