This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science — particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.
Chapter 4: Moving to the Big School: Part 2 – Teachers' Voices
Moving to the Big School: Part 2 – Teachers' Voices
Responses to statements in a quiz designed to provoke debate on transfer issues are discussed. Insights on how teachers in primary and secondary schools see the use of supposedly common assessment criteria and contextualized teaching help guide development of bridging materials and other strategies to improve transfer in science.
I discussed general opinions on problems at key transitional points in science learning in Chapter 2. During and following the launch of bridging units (see Chapter 6) the team at York wanted to go deeper – to collect detailed information through the voices of teachers and others on the primary–secondary transfer. At dissemination events, conferences and workshops ...