Improving science teaching and learning in school: Lessons from the research
This talk brings together three threads of science education research with the aim of looking forward to ways in which research can inform curriculum and assessment poiicy and practice. The first is concerned with the opinions and practices of Korrean science teachers attending training courses at King's College London. The second focuses on assessment in UK classrooms and how it can be used to improve the quality of teaching and learning in science and the third addresses the implementation of an intervention strategy known as CASE (Cognitive Acceleration through Science Education).
The key messages are that:
The links between teaching, curriculum and assessment systems are powerful, influential (but not reciprocal) and long-lasting; Classroom assessment strategies can provide opportunities to improve the quality of learning in science; Innovation in science education depends on a variety of factors ranging from the support from senior managers to the level of communication between science teachers in a school.