Evidence-Informed Practice in Science Education
Many researchers, practitioners, and policymakers share the view that science education research should play a role in improving practice. It is, for example, often claimed that theoretical and empirical research insights (“evidence”) have been drawn upon to inform the design and evaluation of curricula, teaching sequences, and activities in science education, as well as the sequencing of content in science curricula and programs (“practice”). In discussing the relationship between research and practice, it is useful to draw a distinction between the contribution of research to the design of instruction and the role of research in the evaluation of instruction (and hence in providing a warrant for recommending an action or approach). The term evidence-informed practice, or research evidence-informed practice, refers to educational practices where research evidence has been used explicitly to justify decisions. Educational practices include the design of curricula, textbooks,...
KeywordsConceptual Change Pedagogical Approach Science Curriculum Teaching Sequence Social Constructivist Perspective
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