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ERIC Number: EJ779897
Record Type: Journal
Publication Date: 2007-Dec
Pages: 22
Abstractor: Author
Reference Count: 56
ISSN: ISSN-0141-1926
"Bridging Work" and Its Role in Improving Progression and Continuity: An Example from Science Education
Braund, Martin
British Educational Research Journal, v33 n6 p905-926 Dec 2007
Science in English primary schools has been judged a success, yet few pupils make the progress in secondary schools that their performance at the end of primary school suggested. Projects where pupils start science work at the end of the primary school and complete it at the start of secondary school--known as bridging units--have been suggested as one solution. This article reports an evaluation of bridging work in science in the north-east of England. Pupils' and teachers' views of bridging lessons were collected and data on pupils' performance before and after bridging lessons compared. Claims that pupils find this type of work repetitive and that their teachers would rather teach something else either side of transfer are challenged. Findings highlight areas that are still problematic, including the use made of transferred assessments and progression in pupils' abilities, to comment on relationships between variables and patterns in data. The future for bridging work is discussed. (Contains 3 tables and 2 notes.) [This project was supported by AstraZeneca Science Teaching Trust.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Primary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Finland; United Kingdom; United Kingdom (England); United Kingdom (Wales); United States