Developing Autonomy Through Effective Teaching and Learning in Secondary Science for Able ...

323 Pages·2008·7.14 MB·English

by  Education Department

DEVELOPING AUTONOMY
THROUGH EFFECTIVE TEACHING
AND LEARNING IN SECONDARY
SCIENCE FOR ABLE PUPILS
HAZEL HEALEY
A thesis submitted in partial fulfilment of the University’s
requirements for the Degree of Doctor of Philosophy
APRIL 2008
Coventry University in collaboration with the University of Worcester

Abstract
This research arose from a deep concern regarding the falling numbers of able pupils
who choose to study the physical sciences beyond GCSE. The research investigates
the impact of the teaching and learning methodologies used in secondary school
science on the attitudes and aspirations of able pupils towards the study of science and
whether enabling a more autonomous role in the classroom might be beneficial.
The mixed-methods research design had two phases. The first phase surveyed year 9
pupils and their science teachers across three comprehensive schools in Staffordshire.
The second phase was an action research study involving the researcher working with
the science department in a fourth Staffordshire comprehensive school over the
following academic year.
The findings of the initial phase of the research indicated that able pupils were
disaffected with the science education that they received in school. Evidence from this
phase of the research suggested that the didactic nature of teaching and learning in the
science classroom was partly responsible for failing to inspire the ablest pupils to
further study of science. The action research classroom interventions offered more
autonomous learning opportunities for able pupils within science lessons. The impact
of the action research on the pupils was a reported preference for the ‘ownership of
task’ afforded to them in the classroom and an increased uptake of the option to study
science at advanced level. The impact on the science teachers was a greater awareness
of the importance of how they teach as distinct from what they teach. It supports a
constructivist approach to the learning and development of both pupils and teachers,
showing that serious reform of teacher initial and continuing education is needed if
progress is to be widespread
The implications of this research inform the ongoing debate regarding ‘best provision’
for able pupils in science; but a greater significance is that it also informs a model of
‘best provision’ for the urgent continuing professional development of science
teachers. This research is particularly relevant to recent government policy on both
science education and on the provision for gifted and talented pupils.
- i -
Acknowledgements
I would like to thank those who have supported me throughout this thesis. Most
especially my research supervisor Stephen Bigger, without whose guidance this work
would never have come to print.
I would also like to thank Rob, Chris, Jane and John, the science PGCE team at Keele
University for allowing me the time and space to complete this work and for their
constructive comments. My thanks especially go to John who allowed me access to
his science department and was tolerant in allowing me to experiment with his
classes.
To my line managers, Kevin and Anne I would like to express my deepest gratitude
for granting me the time to complete this work and my thanks also go to my
colleagues Paul and Gill for their help in deciphering data and polishing presentation.
Most importantly my thanks go to my friends and family who have shown great
patience. Finally I would like to acknowledge the support of my husband who has
kept me sane and tolerated the highs and lows. I couldn’t have done it without you!
- ii -
Contents
Page
Abstract i
Acknowledgements ii
Contents iii
List of figures and tables ix
List of appendices xii
1. Chapter 1: Introduction
1..1 A crisis in science education 1
1..2 The aims and objectives of the research 4
1..3 Learning lessons from the past 5
1..4 Decisions regarding research methodology 9
1..5 The pilot study 9
1..6 The action research study 12
1..7 Summary and reflection 16
2. Chapter 2: Literature Review Part 1
The Scientifically Able Pupil
2..1 Defining the ‘able’ pupil 18
2..2 Policy and Practice in Provision for Able Pupils in Science 23
2.2.1.Identification 23
- iii -
2.2.2.Provision 26

3. Chapter 3: Literature Review Part 2
Teaching and Learning in Secondary Science
3..1 Disaffection with science education 34
3..2 What constitutes effective teaching and learning? 40
3..3 Effecting culture change in classrooms 49
3..4 The special needs of able pupils 56
3..5 Initiatives to promote teaching and learning for able pupils 61
4. Chapter 4: Literature Review Part 3
Autonomous Learning for Able Pupils
4.1. Defining autonomous learning 71
4.2. What are the advantages of autonomous learning for able pupils? 72
4.3. What are the impediments to the implementation of autonomous 74
learning?
4.4. Previous initiative to promote autonomous learning 78
4.5. How can teachers promote autonomous learning? 81
5. Chapter 5: Research Design
5..1 Research design: a dilemma 84
- iv -
5..2 Methodologies employed in previous research 84
5..3 My research design: the mixed methods approach 93
6. Chapter 6: Phase 1: The Pilot Study
6.1Rationale for the Pilot Study 99
6.2Research methods for the pilot research 99
6.3Analysis of the Findings of the Pilot Study 108
6.3.1 Reliability and validity 110
6.3.2 Data Analysis
6.1.1. Correlation 111
6.1.2. Ability sets 112
6.1.3. Gender 113
6.1.4. Aspirations 114
6.1.5. Subject Difficulty 115
6.1.6. Teacher Specialism 117
6.1.7. Parental Background in Science 118
6.1.8. Scientific Literature in the Home 118
6.1.9. Self Esteem 119
6.1.10.Science for Gifted Pupils 119
6.1.11.Teaching and Learning Methodologies 119
6.1.12.Summary 123
6.1.13.Multiple Regression 124
6.2. Implications of the Pilot Study for Further Research 125
6.3. Conclusion 126
- v -
7 Chapter 7: The Action Research Study
7..1 Objectives of the action research study 128
7..2 The nature of action research 128
7..3 Methodology for the action research project 137
7..4 Introduction to the research context 143
7..5 Pre-intervention survey
7..5.1.Year 7 145
7..5.2.Year 10 149
7..6 Initial Observation
7..6.1.Year 7 October 151
7..6.2.Year 10 October / November 156
7..7 Discussions with the science department - October 161
7..8 Intervention 1
7..8.1.Year 7 November 164
7..8.2.Discussion with science department – November 171
7..8.3.Discussions with 7A pupils – December 173
7..8.4.Attainment outcomes ‘Environment and Feeding 175
Relationships’ module, end of November
7..9 Intervention 2
7..9.1.Year 10 – December 176
7..9.2.Discussion with year 10 pupils – December 183
- vi -
7..9.3.Discussions with science department – January 184
7..9.4.Post intervention observation Year 10 – February 185
7..10 Intervention 3
7..10.1.Observation - Year 7 February 186
7..10.2.Intervention 7A March 187
7..10.3.Discussion with science department – March 192
7..10.4.Discussion with 7A pupils – March 193
7..10.5.Attainment outcomes ‘Electricity’ module – March 194
7..10.6.Post intervention observation 7A – April 195
7..11 Enhancement activities – April
7..11.1.Autonomous investigations as enrichment activities 196
7..11.2.Pupil feedback on the enhancement day 198
7..11.3.Teacher feedback on the enhancement day 200
7..11.4.Conclusions and reflections 203
7..12Post intervention evaluation 203
7..12.1.Post-intervention pupil survey 204
7..12.1.1.Year 7 204
7..12.1.2.Year 10 206
7..12.1.3.Conclusions from the surveys 209
7..12.2.Post-intervention ‘Pupil Voice’
7..12.2.1.Year 7 210
7..12.2.2.Year 10 212
7..12.3.Post intervention staff survey – May 212
7..12.4.Discussion with science department post 216
intervention – May
7..13Epilogue
- vii -
7..13.1.Pupil uptake of ‘A’ level sciences 218
7..13.2.Teacher development – post script 220
8. Chapter 8: Conclusion and Recommendations 222
8.1. What has been learned about the role of pupil autonomy in 222
effective teaching and learning methodology for able pupils
in science?
8.2. What has been learned about the engagement of teachers with 229
changes to their teaching and learning methodology?
8.3. What has been learned about the efficacy of educational research 233
in helping teachers to become reflective practitioners?
8.4. Evaluation of the research process 237
8.5. Theoretical Issues 242
8.6. Recommendations 246
8.7. Implications for further research 247
References 249
Appendices 273
- viii -