How can the education system ensure students have an improved science learning experience?

• Autores: Peter Canning
• Localización: School Science Review, ISSN 0036-6811, Vol. 96, Nº. 357, 2015 (Ejemplar dedicado a: Practical work I), págs. 54-58
• Idioma: inglés
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• Resumen

  • This article argues that the recent move by Ofqual to require assessment of investigative skills through terminal examinations, as opposed to coursework or controlled assessment, represents an opportunity to re-examine the role of investigative learning in science.

    Pearson's work with teachers and wider stakeholders in the science community often points to a common desire to ensure students experience science in as real a way as possible. This has often become at odds with the needs of a standardised assessment system for high-stakes assessment such as GCSEs in England. The question we pose is what does the education system as a whole need to do to ensure teachers can use the freedom provided by the proposed new assessment regime to improve the science learning experience?