John K. GilbertKing’s College London

The University of Reading

StructureLandmarks in the history of SER in the

UK;Achievements to dateCurrent challenges in doing SERCritique of educational researchThe future: Types of researchThe future: Themes for researchThe future: Conditions for success in SERReferences

Landmarks in the history of SER in UKNuffield Science Teaching Trust: 1962-mid 1970sSER in Specialist Centres and Education

DepartmentsSSRC Studentships and overseas research students‘Studies in Science Education’ (1974)

‘European Journal of Science Education (1979)Assessment of Performance Unit (1974-88),

Secondary Science Curriculum Review(1983-1989)The National Curriculum for England and Wales 1988

Achievements in SER (1)Common commitments:

- School system, especially 11-16 age range

-Improvement in teaching, hence in learning

- Qualitative enquiry, hence explanation

- Constructivism: Piaget, Kelly, Vygotsky

Achievements in SER(2) Alternative conceptions / misconceptions

Cognitive Acceleration through Science Education

Teacher development

Language use in the classroom

Attitudes

Laboratory work

Argumentation

Policy document : ‘Beyond 2000: Science Education for the future’

Current challenges in doing SER

Staff profile and education

Isolation

The fate of good researchers

Availability of high-quality time

Administrative and teaching load

Research design possibilities

Factors affecting educational decisionsLocal political issuesPublic, especially parental, sentimentPotential legal pitfallsIssues of resource availabilityMedia pressureThe welfare of individual pupils------and ‘research evidence’(Nelson et al{2009})

Critique of educational research(1)Funding based on peer review;Low involvement by major stakeholders;Insufficient basis in existing published research;Too small scale to produce ‘valid and reliable’

results;Published in specialist language;Published in inaccessible media;Lack of interpretation for teachers or policy-

makers;Lack of recognition of existing norms of practice.(Hillage, Pearson, Anderson, Tamkin {1998})

Critique of educational research (2)Lack of relevance to issues of local importance

Lack of timeliness

Unstated assumptions

Uneven quality

Lack of clear implications(Nelson et al {2009})

The future: Types of researchInform new policy or practice in a specific area

Evaluation of existing policies or practices

Action research in specific context

Identification of effective practices

‘Blue skies’ research

Enquiry from particular psychology-of-learning perspective

( McIntyre{1998})

The future: Themes for research(1)Relation between aims and contentRelation between aims and assessment methodsLinks with other subjects, especially English,

Mathematics, and TechnologyIncreasing students’ engagement with scienceUse of out-of-school activitiesInfluence of gender and cultural background on

learningLinking research, policy formation, classroom

practice, teacher education(Gilbert(Ed){2006})

The future: Themes for Research (2)Students

- attainment of ‘scientific literacy’- cross-curricular integration of learning- learning from ‘contexts’- continuity/differentiation/progression- adult and multi-generational learning

Teachers- use of informal resources- subject and pedagogic content knowledge

Policy makers- procedures for decision-making- use of research output

The future: conditions for success: resourcesESRC

- 55 studentships in Education (2009-2010)- TLRP, 1998-2009, £3.6m-epiSTEMe, 2008-2012

Charities- Nuffield Foundation- Wellcome- AstraZenaca Science Teaching Trust- Gatsby Foundation

European UnionSchools

References

Gilbert,J.K.(ed.)(2006). Science Education in Schools: Issues, evidence and proposals. London: TLRP

Hillage,G.,Pearson,A.,Anderson,A., Tamkin,P.(1998). Excellence in research in schools. London: DES.

Jenkins,E.(2000). Research in science education: Time for a health check?. Studies in Science Education, 35,1-26

McIntyre,D.(1998). The usefulness of educational research. In: J.Rudduck, D.McIntyre(eds.), Challenges for Educational Research. London: Paul Chapman

Nelson,S.,Leffler,J.,Hanseb,B.(2009). Towards a research agenda for understanding and improving the use of educational research. Portland,Oregon: Northwestern Regional Educational Laboratory. (http://www.nwrel.org/researchuse/report.pdf)

Waring,M.(1979). Social Pressures and Curriculum Innovation.London: Methuen