Research in Science & Technological Education Volume 25, Number 3, ISSN 0263-5143
This paper reports some of the findings from the science subject design initiative team in the ESRC Interactive Education Project at the University of Bristol. The subject culture of secondary school science, characterised by a content-laden curriculum and assessment, but also with a tradition and requirement for practical work, is briefly described to give a picture of the environment in which the use of ICT was planned. Six science teachers, working in UK comprehensive schools, with between 2 and 18 years experience in the classroom planned subject design initiatives (SDI) in which practical work was simulated by software. Team discussions and individual interviews following the SDIs are summarised and early conclusions presented about the resulting shift in pedagogic approach and subject culture. (Contains 1 table and 1 note.)
la Velle, L.B., Wishart, J., McFarlane, A., Brawn, R. & John, P. (2007). Teaching and Learning with ICT within the Subject Culture of Secondary School Science. Research in Science & Technological Education, 25(3), 339-349.
Simon J. Crook, Manjula D. Sharma & Rachel Wilson, University of Sydney, Australia
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 126–160
Vilma Galstaun, Shannon Kennedy-Clark & Chun Hu, University of Sydney, Australia
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3439–3448
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