I’ve been part of a few Twitter discussions about bonds and energy. Several people have made insightful observations that have really pushed everyone’s thinking. It is brilliant when a bunch of science teachers get together and really wrestle with the potential conflict between accurate models in science, and how to make these conceptually difficult ideas […]Read More Bondage
Interesting tweet from @griff2742 My main thought on this is “proceed with caution”. There is certainly evidence supporting interleaving, but I’m not at all convinced that evidence supports re-designing a science curriculum in a way that breaks up topics more than we already do. However, I do think it indicates we should build in regular […]Read More Interleaving the Science Curriculum?
Curriculum development is a bit like the Briggs-Rauscher reaction: back and forth, to and fro, back and forth, to and fro… For various reasons, we need to reconsider the “how to teach chemistry” we include in the @SotonEd PGCE Secondary Science programme. The majority of our partnership schools are 11-16, so our trainee teachers typically […]Read More Reviewing the chemistry curriculum – wisdom of crowds
I’d like to acknowledge Ben Arscott’s (2018) article in Impact, as the inspiration for the structure of this blog post, which is part of the Curriculum In Science symposium. Part one of the series is by Adam Boxer. Part two is by Ruth Walker: language of curriculum Part three is by Gethyn Jones: designing curriculum […]Read More Designing a new SKE curriculum
Developing the new @SotonEd Subject Knowledge Enhancement course has led to a renewed collation of teaching resources. The Energy unit is a distance-learning component, so trainee teachers will access these resources, with a little bit of written introduction and some instructions. They will then use the resources and complete tasks before receiving online feedback from […]Read More Energy Teaching Resources for SKE
Hattie states that the one meta-analysis for this influence found a very high correlation between Piagetian stage and achievement (more for maths 0.73 than reading 0.40). Quite what is meant by this isn’t clear. I’m guessing that some sort of test was done to determine the Piagetian stage and the correlation is between this and […]Read More Piagetian programs: effect size = 1.28
There has been a hefty onslaught recently against the deliberate teaching of skills by those in favour of a knowledge-based curriculum. Knowledge is essential, and it seems to me an unassailable argument that teaching only skills to the exclusion of knowledge is a mistake, but that’s not something I’ve witnessed in my career, a point […]Read More Which Knowledge; Which Skills?
Last week the Association for Science Education (ASE) ran a New Curriculum Question Time event with a panel of moderate-to-big hitters including Brian Cartwright (Ofsted’s National Adviser for Science) and Paul Black. I wasn’t there but there are some notes on the ASE website and a little bit on Twitter. It’s not entirely clear to […]Read More Beyond 2013?