Description

Susie d’Espagnac shares how she helps prepare student teachers to embed routines into practical science lessons.

References
Boxer, A. (2020) Practicals; Why you should take them slow. Education in Chemistry.
https://edu.rsc.org/ideas/practicals-why-you-should-take-them-slow/4012186.article

Gatsby Foundation (2017) Good Practical Science. www.gatsby.org.uk/app/uploads/sites/2/2025/07/good-practical-science-report.pdf

Hamlyn, B., Brownstein, L., Shepherd, A., Stammers, J. and Lemon, C. (2023) Science Education Tracker 2023. London: The Royal Society.
https://royalsociety.org/news-resources/projects/science-education-tracker

Hodson, D. (2014) Learning science, learning about science, doing science: different goals demand different learning methods. International
Journal of Science Education, 36(15), 2534–2553.

Holman, J. and Yeomans, E. (2018) Improving Secondary Science Guidance Report. Education Endowment Foundation.
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/science-ks3-ks4

Lyman, F. (1981) The responsive classroom discussion. In Mainstreaming Digest, ed. Anderson, A. S. pp.109–113. College Park, MD: University of
Maryland College of Education.

Ofsted (2021) Research Review Series: Science.
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Toplis, R. and Allen, M. (2012) ‘I do and I understand?’ Practical work and laboratory use in United Kingdom schools. Eurasia Journal of
Mathematics, Science and Technology Education, 8(1), 3–9.

Vorholzer, A., von Aufschnaiter, C. and Boone, W. J. (2020) Fostering upper secondary students’ ability to engage in practices of scientific
investigation: a comparative analysis of an explicit and an implicit instructional approach. Research in Science Education, 50(1), 333–359.

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