Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Chapter 3 Developing Rigorous Programme Evaluation
- Chapter 4 Understanding the Nature of Experiments in Real-World Educational Contexts
- Chapter 5 Meta-Analysis of Implementation Practice Research
- Chapter 6 Using Evidence to Inform Practice in Science Teaching
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Chapter 6 - Using Evidence to Inform Practice in Science Teaching
The Promise, the Practice, and the Potential
from Part II - Statistical Problems, Approaches, and Solutions in Real-World Contexts
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Chapter 3 Developing Rigorous Programme Evaluation
- Chapter 4 Understanding the Nature of Experiments in Real-World Educational Contexts
- Chapter 5 Meta-Analysis of Implementation Practice Research
- Chapter 6 Using Evidence to Inform Practice in Science Teaching
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter considers the background against which evidence-based initiatives have been introduced into education and science education. There has been considerable debate over the last fifteen years about the nature of educational research and a drive to improve its quality through adoption of a more scientific approach. Systematic reviews have been proposed as a key early step that can be taken towards improving educational research. The Science Review Group at York has undertaken systematic reviews in three areas: the impact on students of the use of context-based and science-technology society (STS) approaches to the teaching of science, the use and effects of small group discussion work in science teaching, and the impact of information and communication technology (ICT) on science teaching. The chapter focuses on the findings of the reviews undertaken in the first two of these areas.
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- Publisher: Cambridge University PressPrint publication year: 2012