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• W187569013 abstract "ABSTRACT A ‘community of practice’ of trainee science teachers, school mentors and teachers, consultants and university tutors was formed to develop and evaluate materials to teach about ideas and evidence and the nature of science. One of the most significant outcomes was the perception of teaching shifting from being the delivery of standard lessons in a prescribed way to a more challenging and rewarding endeavour demanding creativity and decision-making. Based on the idea that professional development requires the exercise of critique and evaluation, we have generated a development model of the project. This has been related to established models of professional development. A new version of the National Curriculum for science was introduced in all schools in England in 2000. A key change from previous versions was the emphasis placed on teaching about ideas and evidence in science. According to the new version, pupils at key stage 3 (11–14 year-olds) should be taught to evaluate evidence critically and about ways in which scientists work now and have worked in the past to develop and test their ideas (DfEE/QCA, 1999). In spite of these changes, it seems that little teaching about ideas and evidence actually takes place in science lessons (Ofsted, 2004). Consequently, trainee teachers have had few chances to observe good practice in schools and there is a fear that, unless new generations of qualified teachers are confident and have practised in this area of teaching, the situation in schools may not change. To improve training in teaching about ideas and evidence at key stage 3, a series of projects was initiated in five universities in England. The five projects were initiated by the Initial Teacher Training wing of the Key Stage 3 Strategy and received additional funding from the Science Enhancement Programme (SEP) of the Gatsby Trust’s Technical Education Projects – see SEP website for further details. Each project had, at its core, an approach to training that involved experienced teachers (acting as professional guides or ‘mentors’) working in close collaboration with trainee (student) teachers to develop and evaluate materials. The exact model of training and development was, however, left up to individual providers to develop. In this article we discuss the specific model used at the University of York and reflect on the project’s methods and outcomes so that others might compare these with their own practices." @default.
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• W187569013 date "2006-01-01" @default.
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• W187569013 title "A 'community of practice' to learn to teach about ideas and evidence in science" @default.
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