How the bicycle can help good science lessons
Posted on 5 October 2004
Secondary schoolchildren are far more positive about science if they are taught how it relates to real life, University of York researchers have discovered.
For example, if they are learning about forces and motion, they might begin by looking at what happens when they ride a bicycle. Films and news stories about cloning might help them to explore ideas about genes and heredity.
A study of research literature by the Science Review Group at York found that both girls and boys in classes where science was set in an everyday context were much more positive about the subject than their peers who were taught more traditionally. The study looked in particular at the impact on girls and lower-ability pupils, two groups traditionally alienated by conventional science teaching.
The 'real-life' approach also narrowed the gap between boys' and girls' opinions of science. They could see a close link between science, technology and society; they understood science better; and girls became much more positive about a career in the subject.
Lower ability pupils developed a better regard for science than their high-ability peers who had been taught traditionally, had a better understanding of science than lower-ability peers taught traditionally; and showed greater improvement in their understanding than their more able peers.
Courses which use real-life examples... have an important role in developing pupils' scientific literacy
Dr Judith Bennett
Researcher Dr Judith Bennett said: "There is a great deal of concern at the moment about the low uptake of science studies and careers by girls, and under-achievement in the subject by boys.
"Courses which use real-life examples and promote links between science, technology and society have attracted national and international attention as they have an important role in developing pupils' scientific literacy and in motivating them."
The review also set out to examine the implications for teacher training courses, and the York research group at York suggests that more teachers should use everyday interests as starting points, and a variety of activities.
Notes to editors:
- The review was funded by the Teacher Training Agency to promote the use of research and evidence to improve teaching and learning. It forms part of a larger research programme in the Department of Educational Studies at the University of York sponsored by the DfES and the Teacher Training Agency and co-ordinated by the EPPI-Centre (Evidence for Policy and Practice Information and Co-ordinating Centre) at the Institute of Education in London.
- The Department of Educational Studies' research focuses substantively on science, primary, and language and citizenship education, particularly the school curriculum (including mathematics education). It also has interests in initial and continuing professional development of teachers, international and comparative education, gender issues and ICT in education.
- The University of York team were Fred Lubben, Dr Sylvia Hogarth, Alison Robinson and Dr Bennett
- The review looked at 61 studies. One in three reported work conducted in the USA and one in four reported on work in the UK.
- Two in three studies were with 11-16 year-old pupils, the remainder with those aged between 17 and 20.