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ERIC Number: EJ1155076
Record Type: Journal
Publication Date: 2016-Sep
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Joining up the Thinking: How Science "Learning Progressions" Could Address Problems Inherent in Primary-Secondary Transition
Allen, Michael
School Science Review, v98 n362 p39-45 Sep 2016
Dips in pupils' science attitudes and performance when they transfer from primary to secondary school in England are well established. They have been related to a variety of factors, including repetition of science content at year 7 and differences in the pedagogical approaches taken by primary and secondary teachers. One potential way forward would be to use data from research studies that have surveyed how pupils' science thinking develops across key stage 2 (7- to 11-year-olds) and key stage 3 (11- to 14-year-olds). These "learning progressions" can provide continuity that takes into account pupils' changing science concepts over the transfer period and so help ease transition.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A