Formative Assessment

Black, P. & Wiliam, D (1998a) Assessment and Classroom Learning. Assessment in Education, 5(1), 7-71.

Black, P. & Wiliam, D. (1998b) Inside the Black Box: raising standards through classroom assessment London UK: King’s College London School of Education.

Black, P. J.; Harrison, C.; Lee, C.; Marshall, B. & Wiliam, D (2002) Working inside the black box: Assessment for learning in the classroom. London, UK: King’s College London School of Education.

Brown, G. and Wragg, E.C. (1993) Questioning. London: Routledge.

DfES KS 3 Strategy Assessment for learning resources http://www.standards.dfes.gov.uk/keystage3/respub/afl_w

King's Assessment for Learning Group http://www.kcl.ac.uk/depsta/education/research/kal.html

Questioning

A web site giving examples of different types of questions http://www.nwrel.org/scpd/sirs/3/cu5.html

Two good books on all different types of questioning with examples.

Morgan, N. and Saxton, J. (1991) Teaching Questioning and Learning. London: Routledge

Brown, G. and Wragg, E.C. (1993) Questioning. London: Routledge

Wait time

Rowe, M. B. (1974a) Wait time and Rewards as instructional variables, their inference in language, logic and fate control: Part 1. Wait time. Journal of Research in Science Teaching, 11(3), 263-279.

Rowe, M. B. (1986) Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37, 43-50

Effective Feedback

Butler, R. (1988). Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14.

Formative use of Summative assessment

King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal interaction. American Education Research Journal, 27 (4), 664-687

King, A. (1992). Comparison of Self-Questioning, Summarising and Note taking-Review as Strategies for Learning from Lectures. American Educational Research Journal, 29 (2), 303-323.

CPD

Adey, P. (2004) Elaborating the model, Chapter 11 in P.Adey with G. Hewitt, J. Hewitt and N. Landau, The Professional Development of Teachers: Practice and Theory, 155 – 173. Kluwer Academic Publishers: Netherlands

Baird, Fensham, Gunstone & White (1991) The Importance of Reflection in Improving Science Teaching and Learning. Journal of research in science teaching, 28 (2) 163 - 182

Bolam, R. (1993) ‘Recent developments and emerging issues’, in The continuing Professional Development of Teachers. London:GTC

Bell, B. & Gilbert, J. (1996) Teacher Development: A model from science education. London: Falmer Press

Craft, A. (1996) Continuing Professional Development: a practical guide for teachers and schools. London : Routledge

Dillon, J., Osborne, J., Fairbrother, R., and Kurina, L (2000) A study into the professional views and needs of science teachers in primary and secondary schools in England. Accessed on 05.08.04 available at http://www.cst.gov.uk/cst/reports/files/science-teachers/kostfin1.pdf

Earley, P. & Bubb, S. (2004) Leading and managing continuing professional development: developing people, developing schools. London UK: Paul Chapman

Grimmett, P. & Neufeld, J. (1994) Teacher development and the struggle for authenticity: Professional growth and restructuring in the context of change. New York: Teachers College Press

G.T.C. (2003) The Teachers’ Professional Learning Framework, London: General Teaching Council. Accessed on 05.08.04 available from http://www.gtce.org.uk/pdfs/tplf.pdf

‘Teacher learning academies’ Accessed on 05.08.04 available at http://www.gtce.org.uk/gtcinfo/tla.asp

DfES (2004) Five Year Strategy for Children and Learners’ accessed on 05.08.04 available at http://www.dfes.gov.uk/publications/5yearstrategy/

DfES (2002) ‘National Centre for Excellence in Science Teaching Consultation’ accessed on 05.08.04 available at http://www.dfes.gov.uk/consultations/conResults.cfm?consultationId=1175

Higgins, S. and Leat, D. (2001) ‘Horses for courses: what is effective teacher development’ in Soler, J., Craft, A and Burgess, H. (eds). Teacher development: exploring our own practice. London: Paul Chapman Publishing Ltd.

Joyce and Showers (1988) (1^st ed) Student Achievement Through Staff Development: Fundamentals of School Renewal. London: Longman Publishing Group.

Joyce, B. and Showers, B. (1995) (2^nd ed) Student Achievement Through Staff Development: Fundamentals of School Renewal. London: Longman Publishing Group

Lederman, N., Gess-Newsome, J., and Latz, M. (1994) The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of research in science teaching, 31 (2) 129 - 146

Lieberman, A. (1996) ‘Practices that support teacher development: Transforming conceptions of professional learning’. In McLaughlin, M and Oberman, I. (Eds) Teacher learning: new policies, new practices. New York: Teachers College Press

Schön, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass

Shulman, L.S (1987) Knowledge and teaching: Foundations of the new reform. Harvard educational Review, 57 (1) 1 – 22

Van Driel, J. and Beijaard, D. (2003) Enhancing science teachers’ pedagogical content knowledge through collegial interaction, Chapter 6 in Wallace, J. and Loughran, J (eds) , Leadership and Professional Developmetn in Science Education: New possibilities for enhancing teacher learning, 99 – 115. RoutledgeFalmer: London

CPD links

http://www.gtce.org.uk/gtcinfo/cpdhome.asp

http://www.teachernet.gov.uk/professionaldevelopment/

Teachers T.V.

http://www.teachers.tv/index.js

Science Learning Centres website

http://www.sciencelearningcentres.org.uk/index.cfm

Institute of Biology

http://www.iob.org

Pupil Learning links

This is not an exhaustive list, it is just meant to provide a staring place

Good site with lots of downloadable resources for KS3 science and KS4 and KS5 Biology

http://www.edres.biz/

Teacher Resource Exchange

http://tre.ngfl.gov.uk/

The Science Enhancement Programme

http://www.sep.org.uk/

The National Curriculum on line, which has links to curriculum resources

http://www.nc.uk.net/index.html

Science for Citizenship

Andersson, B. (1990). ‘Pupils conceptions of matter and its transformation (age 12-16)’, Studies in Science Education, 18, 53–58

Bono, E. (1990) Six thinking hats. Harmonsworth: Penguin

Claxton, G (1997) A 2020 vision of education. pp.71-86 in Levinson, R. & Thomas, J. (eds.) Science Today: Problem or Crisis. Routledge: London

Dimopoulos, K. and Koualidis, V. (2002). Science and Technology Education for Citizenship: The Potential Role of the Press. Science Education, 87, 241–256

KolstØ, S. (2000). Consensus projects: Teaching science for citizenship. International Journal of Science Education, 22 (6), 645–664.

KolstØ, S. (2001) Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socio-scientific issues. Science Education, 85 (3), 291-310

Millar, R (1997) Science education for democracy: what can science education achieve? pp.87-101 in Levinson, R. & Thomas, J. (eds.) Science Today: Problem or Crisis. Routledge: London

Millar, R. and Osborne, J. (eds.) (1998) Beyond 2000: Science education for the future. London: King’s College London

Organisation For Economic Cooperation And Development (OECD) (1998) Instrument design: A framework for assessing scientific literacy. Report of Project Managers Meeting. Arnhem: Programme for International Student Assessment.

Radcliffe, M. and Grace, M. (2003) Science Education for Citizenship: Teaching Socio-scientific Issues. Maidenhead: Open University Press.

Argumentation

Driver, R., Newton, P. & Osborne, J. (2000) Establishing the Norms of Scientific Argumentation in Classrooms. Science Education, 84(3) p 287 – 312.

Osborne, J., Erduran, S., Simon, S. & Monk, M. (2001) Enhancing the quality of argument in school science. School Science Review, 82(301), 63 – 70.

Osborne, J., Erduran, S. & Simon, S. (2004) Ideas, Evidence and Argument in Science. INSET manual, Resource Pack and Training Video. London: King’s College London.

Toulmin, S. (1958) The Uses of Argument. Cambridge: Cambridge University Press.

Argumentation links

1. http://www.nc.uk.net/index.html

Misconceptions References

Barker, M. and Carr, M. (1989). ‘Photosynthesis – Can our pupils see the wood for the trees?’ Journal of Biological Education, 23 (1), 41-44

Barker, M. and Carr, M. (1989b). Teaching and learning about Photosynthesis. Part 2: A Generative Learning Strategy. International Journal of Science Education, 11 (1), 49-56

Bell, B. (1985). Students’ ideas about plant nutrition: what are they? Journal of Biological Education, 19 (3), 213-218

Children’s Learning in Science Project (1987) CLIS in the classroom: approaches to teaching, Centre for Studies in Science and Mathematics Education, University of Leeds.

Driver R., Squires A., Rushworth P. & Wood-Robinson V., (1994) Making Sense of Secondary Science: Research into Children’s Ideas. London: Routledge.

Duit, R (1991) Students’ Conceptual Frameworks p 65-85 in Glynn, S., Yeany, R. & Britton, B. (eds.) The Psychology of Learning Science. New Jersey: Lawrence Erlbaum Associates.

Eisen, Y. and Stavy, R. (1992). Material Cycles in Nature. A New Approach to Teaching Photosynthesis in junior High School. The American Biology Teacher, 54 (6), 339-342

Glynn, S., Yeany, R. & Britton, B. (1991) A Constructive View of Learning Science p 3-19 in Glynn, S., Yeany, R. & Britton, B. (eds.) The Psychology of Learning Science. New Jersey: Lawrence Erlbaum Associates.

Links

1. A bibliography of literature on misconceptions complied by Reinders Duit – updated April 2004

http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html

Details of the evidence based practice in science education project.

http://www.education.leeds.ac.uk/research/scienceed/evidence_based.htm

2. Three teachers packs for ‘teaching science for understanding’ available concerning: Electric Circuits, Plant Nutrition and Modelling Change

http://www.education.leeds.ac.uk/research/scienceed/epse_teach_resources.htm