Institute of Education London

Talking to Learn, Learning to Talk In Secondary Science (T2L)

This project is being run in conjunction with Christina Howell-Richardson and Andri Christodoulou of King's College London and Jonathan Osborne of Stanford University, California, USA.

Overview

This research is examining whether the teaching of ideas, evidence and argumentation can be embedded in the everyday practice of 4 school science departments. The project includes a professional development programme for lead teachers from each school, and case studies of pedagogic practice as it develops in each department. In addition, the research will look at the effects on student achievement, engagement with school science and understanding of the nature of science.

Methods

Case studies of the 4 schools are compiled from interviews with lead teachers at three points in time: at the onset of the professional development, after one year and after two years. Observations of lessons in each school are recorded throughout the two years. Field-notes are made at teacher reflective meetings where pedagogic practice using argumentation is discussed and plans for enhancing practice are made.

Student data are collected at the onset of the project and again after twos years from each of the 4 schools, and from 4 control schools who are not taking part in the professional development. Data collection methods include Raven's Matrices, attitudes to science surveys, epistemological questionnaires/ interviews and national test results.