Tag Archives: Science

No, don’t forget everything we know about memory

Posted on 29/04/2017 by evidenceintopractice

With a renewed interest in cognitive science within teaching, are we in risk of “conflating hypothetical models with proven neuroscience since accepted facts can quickly become ‘neuro-myths’ when new research contradicts popular theories” as Ellie Mulcahy warns in “Forgetting everything we know … Continue reading →

Posted in Psychology for teachers | Tagged , , , , , | 4 Comments

The restless relationship between science and teaching

Posted on 12/05/2014 by evidenceintopractice

“Science is more than a body of knowledge. It is a way of thinking; a way of skeptically interrogating the universe with a fine understanding of human fallibility. If we are not able to ask skeptical questions, to interrogate those … Continue reading →

Posted in Philosophy of education | Tagged , , , | 4 Comments

Does teaching style really matter?

Posted on 05/05/2014 by evidenceintopractice

In the debate between more traditional and progressive approaches to teaching, one of the factors that serves to polarise positions are the unfair stereotypes of teaching style. Those favouring direct instruction are frequently painted as promoting ‘Gradgrind’ style rote-learning – … Continue reading →

Posted in General teaching | Tagged , , , , | 5 Comments

Knowledge vs Understanding

Posted on 01/05/2014 by evidenceintopractice

Subject knowledge has enjoyed a recent rehabilitation within education. Whilst there are groups ideologically opposed to teaching content (either on the grounds that it ‘stifles creativity’ or amounts to ‘indoctrination’), the simple fact that children and schools are typically assessed … Continue reading →

Posted in Philosophy of education | Tagged , , , , | 6 Comments

An evidence based teaching profession shouldn’t deal in absolutes

Posted on 30/04/2014 by evidenceintopractice

Really interesting blog article by James Richardson on the EEF website – where he makes a number of excellent points about evidence in education. An evidence based teaching profession shouldn’t deal in absolutes. Rarely will there be a definitive answer … Continue reading →

Posted in Research Lead | Tagged , , | 2 Comments

Teaching science using analogies: A worked example

Posted on 04/04/2014 by evidenceintopractice

Many aspects of science are difficult for students to learn because they relate to objects or processes we cannot (easily) see or compete with ‘common-sense’ theories (misconceptions) that children already possess. A recent study suggests that using analogies can help … Continue reading →

Posted in General teaching | Tagged , , | 6 Comments

Earth: An animated map

Posted on 24/02/2014 by evidenceintopractice

A friend of mine sent me this – it shows current temperatures and wind currents across the globe. Other settings also show ocean currents and different map projections. It might be a nice resource for science or geography. Earth: An … Continue reading →

Posted in General teaching | Tagged , | Leave a comment

Assessment for learning: Misconceptions in Maths and Science

Posted on 10/01/2014 by evidenceintopractice

Misconceptions of scientific and mathematical concepts frequently prevent children from successfully learning some of the key ideas we teach in lessons. Whilst the student may ‘parrot’ back the correct answer at the end of the lesson, their ideas may not … Continue reading →

Posted in General teaching | Tagged , , , | 3 Comments