Teacher experience of a pandemic science intervention rooted in epistemic insight

Journal article


Chappell, K., Mahmud, A. and Hopkins, P. 2022. Teacher experience of a pandemic science intervention rooted in epistemic insight. School Science Review. 103 (385), pp. 42-28.
AuthorsChappell, K., Mahmud, A. and Hopkins, P.
Abstract

The COVID-19 pandemic greatly reduced students’ capacities to engage in hands-on ‘enquiry’ science. But even before the pandemic, teachers and researchers were questioning the
value and purpose of practical science. This article describes a project that imagined and then tested two answers. It imagined that the answer is to give every child their own unique experience of working scientifically. And it imagined that the answer is to help students to understand the role of science in helping humanity to ask and explore ‘big questions’ that bridge science, religion and the wider humanities – and so stretch across more than one subject discipline in school. The data analysed focuses on teachers’ accounts of their experiences co-creating and delivering the project.

KeywordsPandemic; Science education; Big questions; Epistemic Insight
Year2022
JournalSchool Science Review
Journal citation103 (385), pp. 42-28
PublisherAssociation for Science Education
ISSN0036-6811
Official URLhttps://www.ase.org.uk/system/files/SSR-ID_JUNE_2022_42-48_Chappell.pdf
FunderTempleton World Charity Foundation
Publication dates
PrintJun 2022
Publication process dates
Deposited20 Jul 2022
Output statusPublished
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https://repository.canterbury.ac.uk/item/916zw/teacher-experience-of-a-pandemic-science-intervention-rooted-in-epistemic-insight

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