Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Evidence-Informed Practice in Science Education

  • John LeachEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_490-2

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,...

Keywords

Conceptual Change Pedagogical Approach Science Curriculum Teaching Sequence Social Constructivist Perspective 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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References

  1. Educational Researcher (2003), 32(1). This edition of the journal includes several articles on design-based research. Although the focus is mainly on mathematics education, when taken together the papers give a comprehensive account of methodological and substantive issues in design-based research that is directly relevant to science education.Google Scholar
  2. Kelly AE, Lesh RA, Baek JY (eds) (2008) Handbook of design research methods in education. Routledge, London, This book presents a recent collection of design-based research, originating mainly from the learning sciences in N. AmericaGoogle Scholar
  3. Leach J, Scott P (2008) Teaching for conceptual understanding: an appropach drawing on individual and sociocultural perspectives. In: Vosniadou S (ed) International handbook of research on conceptual change. Routledge, London. This chapter gives an account of the history of using theoretical and empirical insights on science learning in the design of teachingGoogle Scholar
  4. Ruthven K, Laborde C, Leach J, Tiberghien A (2009) Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Edu Res 38(5):329–342. This article includes references to European and American work on designing pedagogical approaches at a fine grain sizeCrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Centre for Education and Inclusion ResearchSheffield Hallam UniversitySheffieldUK