Description

Questionnaire responses from 5044 year 8 (age 12 years) pupils in Oxfordshire state schools were used to identify'exemplary' science teachers. These teachers met for a one-day forum to explore their perspectives on 'exemplary' teaching. The key characteristics of exemplary practice to emerge related to teacher attitudes and beliefs, relationships between teacher and pupil, pupils as active learners and well-planned contextualised lessons featuring discussion, practical work and limited, focused recording. The teachers' perspectives are compared with those of their pupils and with existing literature. The role of explanation in science lessons emerges as warranting further in-depth study.

Exemplary teaching

More from this issue

Science education research can be categorised into three broad dimensions: knowing science, doing of science and learning about the nature of...

Jan 2011
Journal Article

This article describes the work being undertaken to make more use of supercritical carbon dioxide as a green solvent. It discusses how the use of...

Jan 2011
Journal Article

Here, we continue the idea of tabulating key dates, extending these to cover both the spring and summer terms (Tables 1 and 2). Together with the...

Jan 2011
Journal Article