http://hdl.handle.net/2428/2491 Search the Channel search http://arrts.gtcni.org.uk/gtcni/simple-search http://hdl.handle.net/2428/12935 Title: Science Education in Schools: Issues, Evidence and Proposals<br/><br/>Authors: TLRP<br/><br/>Abstract: This report shows how insights from research and scholarship on secondary school science education can inform our approach to these problems in terms of both policy and practice. The majority of science educationresearch conducted to date has addressed secondary schooling, although research into primary school science identifies similar issues and is referred to where available. We have not reviewed evidence on higher education, recognising that it raises different issues from those that arise at school level. http://hdl.handle.net/2428/8273 Title: Comparing Children's and Student Teachers' Ideas about Science Concepts<br/><br/>Authors: Kerr, Karen; Beggs, Jim; Murphy, Colette<br/><br/>Abstract: Children and teachers may not think in the same way about particular science concepts. Such parallel lines of thought can compound children’s confusion and misunderstanding as they learn science at primary school. The situation could be more acute when student teachers are teaching science, because of their limited experience of considering children’s ideas. This paper investigates children’s and student teachers’ ideas about certain science concepts: ‘animal’, ‘flower’, ‘living’,‘force’ and ‘energy’. The ideas and understandings of 96 children and 168 student teachers were explored. Results showed that the student teachers and children had similar ideas about ‘flower’and ‘animal’, whereas they evidenced very different responses to ‘living’, ‘energy’ and ‘force’. Implications for classroom practice are considered. http://hdl.handle.net/2428/8244 Title: Adapting science performance tasks developed in different countries for use in Irish primary schools<br/><br/>Authors: Kilfeather, Paula<br/><br/>Abstract: This article describes a four-year project undertaken to develop a set of performance tasks that could be used for assessing hands-on science in Irish primary schools. It begins by considering some of the literature on performance assessment and concludes with a discussion on the potential of the tasks to support teaching and learning in science. The main body of the article is structured to reflect the five phases of the research project itself. In phase one, science assessments used in a variety of educational systems in Australia, Canada, New Zealand, the United Kingdom and the United States were located and catalogued. In phase two, approximately 170 performance tasks were selected and adapted by the authors to suit the requirements of the Irish primary science curriculum. In phase three, a purposive convenience sample of teachers evaluated the extent to which the tasks (a subset of 67) were suitable for use at different grade levels. The teachers' feedback was used to amend tasks. In phase four, the researchers observed 11 different tasks being implemented in classrooms. The eleven teachers involved were interviewed about their experiences immediately afterwards. Again, based on the outcomes of this study, changes were made to the tasks. The fifth phase of the project, due to be completed in 2006, will involve the dissemination of 124 of the tasks to teachers via a booklet and a CD-ROM. Future prospects relating to other elements of the project such as Web-based resources, professional development courses and exemplars of performance are also discussed. http://hdl.handle.net/2428/4807 Title: Report of a survey provision in Geography and History in a sample of primary schools in NI<br/><br/>Authors: ETI<br/><br/>Abstract: The main purpose of the survey was to evaluate the current position and quality of provision in geography and history in key stages (KS) 1 and 2.The survey involved visits to a total of 30 primary schools. The visits to the schools involved discussions with the principals, the co-ordinators or teachers in charge of geography and history, and with class teachers; the experiences in geography and history of some of the children in years 6 and 7 were also explored in discussions.The survey found that both geography and history remain popular and valued subjects in the primary curriculum. Although most schools are focusing on other curricular priorities, in particular, literacy, numeracy and ICT, the vast majority of schools continue to devote adequatecurriculum time to both geography and history. The links between the two subjects are exploited well in KS1; these links are evident in only a minority of schools during KS2. http://hdl.handle.net/2428/4806 Title: Report of a Survey of The Early Years Enriched Curriculum Pilot<br/><br/>Authors: ETI<br/><br/>Abstract: In April 2004, the Inspectorate undertook a survey to evaluate the Early Years Enriched Curriculum (EYEC) Project, hereafter known as the pilot.The pilot was originally offered in six schools within the Greater Shankill areaof Belfast, and was based both on the findings of international research on how children learn and what was considered to be good early years practice both in Northern Ireland and across Europe. The emphasis was to be on learning rather than teaching and in the pilot the teachers wereencouraged to be flexible in their approach and to adopt strategies to meet as fully as possible the needs of individuals and groups. http://hdl.handle.net/2428/4805 Title: Report of a survey of science year<br/><br/>Authors: ETI<br/><br/>Abstract: Science Year (SY) was a United Kingdom (UK) wide Government initiative designed to change attitudes to science and technology, to increase awareness of the importance ofscience in society, and make the science more appealing and engaging to a wide audience.The findings of the survey are based mainly on evidence gained from 15 visits to primary schools, post-primary schools, special schools and to community groups. Evidence was also drawn from the self-evaluation reports written by the participating schools, which received funding for SY projects.