Essential experiences in science: addressing the gap in primary enquiry-based practical science created by lockdown and aiding school recovery.

科学方面的基本经验：解决因封锁而造成的初级探究型实用科学方面的差距，并帮助学校恢复。

基本信息

批准号：
ES/V016652/1
负责人：
Berry Billingsley
金额：
$ 12.71万
依托单位：
Canterbury Christ Church University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FV016652%2F1
关键词：
Essential experiences science addressing gap

项目摘要

Focusing on gaps in practical science that have arisen in primary school education, we will design, refine and disseminate strategies to enable UK schools and organisations to increase resilience and counter the impacts of lockdown. This involves working with upper primary and lower secondary school students and their teachers to rebuild momentum for students who have missed out during the pandemic. Our strategies are designed to recognise and address the particular pressures and issues encountered by disadvantaged students. The Epistemic Insight Curriculum Framework underpins research by hundreds of practitioners in schools and Initial Teacher Education (see www.epistemicinsight.com). Designed to raise teacher confidence and expertise in science education and action research, it summarises UK curriculum expectations for scientific enquiry and literacy and provides tools to track children's progress. Accompanying resources and CPD embed these objectives and tools into hands-on science activities, cross-disciplinary investigations and real-world problem-solving. These established tools and methods will be used here to discover best practice and to test the efficacy of interventions on children's enquiry skills, scientific literacy, science capital, academic self-concept and attitudes to learning. Validated questionnaires will be used in quasi-experimental studies focusing on core variables of interest and pre-post surveys (Gopalan, et al., 2020). We describe and interpret naturally occurring variations in the baseline data and also changes over time where subjects act as their own controls. As the interventions will be tailored for multiple settings, we use linear multilevel models to model these differences as a random factor (Goldstein, 2003). Based on effect sizes established in our previous studies, we believe that our target sample sizes will be more than adequate to detect the effect sizes of interest, even if we face modest dropout. Qualitative work will analyse survey comments and interview studies with children, parents and teachers.The Llakes working paper (2020) indicates that around one fifth of school children have not engaged in formal education since lockdown, thus amplifying recognised inequalities in children's education (Andrew et al., 2020) and science capital (Canovan and Fallon 2020). Experiences of practical work in science have reduced and varied widely. When schools return, scientific enquiry will continue to be missing for many children to meet demands of reduced or redirected curriculum and constraints around equipment use. Yet practical science remains a cherished goal, due to its unmatched power to teach curriculum objectives and its positive impact on attitudes to learning, academic self-concept and science capital.Our project will deliver a UK strategy, helping children aged 8-12 and their families and teachers via:Flexible, personalised school support - with learning activities that transfer between school and home, thus increasing resilience in the event of local lockdowns in line with recent guidance (DfE, July 2020).Immediate and long-term benefits - by establishing more effective partnerships between teachers, children and parents/carers and by prioritising disadvantaged areas with support extending to parents as well as teachers, thus providing coherent and consistent messages for the child. Thus we can address (i) the issue identified recently by The Sutton Trust: only 42% of British parents feel confident about teaching their children at home and (ii) the issue of teachers unable to access external CPD: Wellcome's Primary Science campaign research findings (2019) found that only 49% have dedicated release time and 54% had undertaken external CPD.

我们将重点关注小学教育中出现的实用科学方面的差距，设计、完善和传播战略，使英国学校和组织能够增强抵御能力并应对封锁的影响。这包括与小学高年级和初中学生及其老师合作，为在大流行期间错过的学生重建动力。我们的策略旨在认识和解决弱势学生遇到的特殊压力和问题。认知洞察力课程框架支持数百名学校从业者和初级教师教育的研究（参见 www.epistemicinsight.com）。它旨在提高教师对科学教育和行动研究的信心和专业知识，总结了英国对科学探究和素养的课程期望，并提供了跟踪儿童进步的工具。随附的资源和 CPD 将这些目标和工具嵌入到实践科学活动、跨学科调查和现实世界问题的解决中。这些既定的工具和方法将用于发现最佳实践，并测试干预措施对儿童探究技能、科学素养、科学资本、学术自我概念和学习态度的有效性。经过验证的问卷将用于侧重于兴趣核心变量和事前调查的准实验研究（Gopalan 等，2020）。我们描述和解释基线数据中自然发生的变化，并且随着时间的推移，受试者作为自己的对照而发生变化。由于干预措施将针对多种环境进行定制，因此我们使用线性多级模型将这些差异建模为随机因素（Goldstein，2003）。根据我们之前研究中确定的效应大小，我们相信我们的目标样本量足以检测感兴趣的效应大小，即使我们面临适度的退出。定性工作将分析调查评论以及对儿童、家长和教师的访谈研究。 Llakes 工作文件（2020 年）表明，自封锁以来，大约五分之一的学童没有接受正规教育，从而加剧了儿童教育方面公认的不平等（Andrew 等人） al., 2020）和科学资本（Canovan 和 Fallon 2020）。科学实际工作的经验已经减少并且变化很大。当学校返回时，许多孩子将继续缺乏科学探究，以满足减少或重新调整课程以及设备使用限制的要求。然而，实用科学仍然是一个值得珍视的目标，因为它在教授课程目标方面具有无与伦比的力量，并且对学习态度、学术自我概念和科学资本产生积极影响。我们的项目将实施一项英国战略，帮助 8 至 12 岁的儿童以及他们的孩子。家庭和教师通过：灵活、个性化的学校支持 - 通过在学校和家庭之间转移的学习活动，从而根据最近的指导提高当地封锁情况下的恢复能力（教育部，2020 年 7 月）。立即和长期效益 -通过在教师、儿童和家长/照顾者之间建立更有效的伙伴关系，并优先考虑弱势地区并向家长和教师提供支持，从而向儿童提供连贯一致的信息。因此，我们可以解决 (i) 萨顿信托基金最近发现的问题：只有 42% 的英国家长对在家教孩子有信心；(ii) 教师无法获得外部 CPD 的问题：惠康小学科学运动的研究结果(2019) 发现，只有 49% 的人有专门的发布时间，54% 的人接受了外部 CPD。