What is the best way to teach science? What kind of teacher training makes better science teachers? Donors now tend to fund in-service training (INSET) for teachers already in the classroom rather than pre-service teacher training. But what makes an effective INSET programme? And how can effectiveness be measured? Collaborative research by the Universities of York and Swaziland uses teacher perceptions and student learning outcomes to measure the effectiveness of an INSET programme for junior secondary science in Swaziland and asks whether the INSET methodology could be used in other subject areas.

The project aimed to develop and evaluate learning materials using an innovative technological approach to science education. This approach has three key components vis:

• linking science to the everyday life experiences of students
• helping students use their existing knowledge of science to solve problems
• helping students develop investigative techniques.

Did teachers adopt and implement the new teaching approaches? Did students learn well using these methods, and what was their attitude towards this approach to learning? For teachers, the research found that:

• induction gave teachers a good grasp of contextualisation (linking science to everyday life)
• teachers who were secure in their science knowledge were more able to take on new approaches
• peer teaching practices and group reflection were effective
• focussing on students’ learning rather than teaching led to better learning outcomes teaching
• using investigative work with students was understood best by example

From students’ point of view, it was clear that:

• they were most interested in activities using contextualisation, particularly on familiar or contentious issues
• using their existing science knowledge generated little interest
• investigative activities were on the whole disliked, more so by girls.

Implications for policy include:

• INSET courses can improve teaching and learning outcomes but their effectiveness is dependent on teachers’ previous teaching experience.
• INSET activities need to be varied for all teachers to take on innovative teaching approaches.
• Classroom innovation is most likely from teachers secure in their subject knowledge and those who identify themselves as classroom innovators.
• For teachers without professional training or a specialism in the subject, introduction of new teaching methods should be preceded by subject knowledge, confidence building and basic awareness of teaching methodology.
• Strategies which increase the role of teachers in creating materials will help them to adopt other innovations.

Source(s):
‘In-Service Support for a Technological Approach to Science Education’, DFID Education Research Series #16, (November 1995) by Fred Lubben, Bob Campbell and Betty Dlamini

Funded by: UK Department for International Development, Education Division (Project Ref. 5052) 1995

id21 Research Highlight: 24 October 2000

Further Information:
Fred Lubben or Bob Campbell
University of York
Heslington
York YO10 5DD
UK

Tel: + 44 (0) 01904 432560
Fax: +44 (0) 433444
Contact the contributor: FEL1@york.ac.uk

University of York

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