Mixed or inconclusive results regarding the effect of computer simulations in enhancing students’ learning have been reported in the literature (see for example Edsall & Wentz, 2007). Furthermore, few studies have specifically examined how the... [...]
The group’s interests include: formal science curricula practised in schools, colleges and universities; the promotion of public understanding of science through the media, museums, exhibitions and literature; and science education of students of any age or cultural background. Our interests in curriculum development include policy issues addressing problems in assessment, using new technologies, providing differentiated learning experiences and developing investigative approaches. We seek to explore differences between science curricula offered in different countries and the relationship between science and technology. We are also interested in the teaching and learning of the philosophy of science including the history of science, the language of science, the mental models used in science and graphic representation in science. Our aims include
- to highlight the achievements of science education
- to provide a forum for science education research between scientists and non-scientists
- to collaborate with and co-ordinate the work of other SIGs in the science area
- to provide support for researchers and practitioner researchers in science education
- to make recommendations to the BERA council on matters of policy within science education
- to support ITT and student researchers in science education
- to develop a self help network of researchers in science education within BERA
- to promote lifelong learning in and motivation towards science
- to achieve an appropriate balance of science for future scientists and science for democracy.
The BERA Science SIG AGM was held on Tuesday 15th September 2015 at Queens University, Belfast. There were four attendees, including the Convenor, John Oversby. There were no apologies for absence John gave a short report on his attendance at the SIG Away Day, and his input into reviewing and arranging the SIG Conference Programme. He welcomed the large increase in number of accepted papers and thanked the reviewers, in their absence. The meeting agreed he should continue as Convenor. Various suggestions were made for a future programme. A meeting for doctoral and post-doctoral members to share their work was proposed, alongside some indication of those enegaged in science PhDs in the UK. John noted the relatively small attendance at the many Science SIG Sessions at the conference. The papers provided a rich vein of ideas that had been researched, but the modest attendance meant that these papers were only heard by a few. He suggests that Science colleagues give some thought to presenting their papers at other appropriate SIGS, not least to share their valuable work with a wider audience and to receive feedback from a different perspective. He will raise this at a future meeting of SIG Convenors.
Latest SIG Content
New forms of national curriculum emerging worldwide have shifted the focus from input regulation – detailed specification of content to be taught – to output regulation – evaluation of the outputs of education, gauged via analysis of... [...]
You’re at work late on a Friday night. The clock reads 9:58pm, and you’ve just finished providing feedback for the very last of your students’ essays. In the corner of your office, you spot a leaning pile of uncollected assignments from... [...]
Science is now being taught to more pupils than at any time in history. This has come about in part because governments across the world have acknowledged the importance of science and technology to economic wellbeing and prosperity. It also owes... [...]
Unthinkable, unfundable and unknowable: The ‘evidence void’ on making science accessible to pupils with learning disabilities
The question of how, in an age of performativity, we will be enabled to undertake any research other than that which promises to be productive in the short term is becoming increasingly pressing. This tension was highlighted by the recent... [...]
Promoting spatial ability skills through educational robotics: Are they equally effective for girls and boys?
Promoting spatial ability skills through educational robotics: Are they equally effective for girls and boys? Over the past few decades there has been a lively debate about the quality of educational research. Among extensive criticism, one... [...]