| Title: | Teaching the nature of science in schools: what makes a lesson effective? |
| Authors: | Bartholomew, H
Osborne, J
Ratcliffe, M |
| Publisher: | BERA |
| Issue Date: | Sep-2002 |
| URI: | http://hdl.handle.net/2428/49553 |
| Additional Links: | http://www.tlrp.org/dspace/handle/123456789/363
http://www.york.ac.uk/depts/educ/projs/BERA2002_P4.pdf |
| Type: | Article |
| Language: | en |
| Description: | The study on which this paper draws is one project within an ESRC funded network looking at evidence-based practice in science education (EPSE), and is concerned with the teaching of 'ideas and evidence' in school science lessons. In an initial phase, a three round Delphi study (Dalkey et al. 1963) asked a panel of 23 individuals drawn from 5 communities with an interest in science education – scientists, philosophers of science, sociologists of science, science educators and science teachers – about aspects of the nature of science that they felt should be part of the compulsory school science curriculum. |
| Keywords: | science
curriculum
problem based learning
student ownership |
| Appears in Collections: | Science Education
Curriculum
Problem-Based Learning
|
| Files in This Item: |
| File |
Description |
Size |
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View/Open |
| BERA2002_P4.pdf | | 220Kb | Adobe PDF | 
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