The Society’s Scientific Research in Schools Committee

In 1957 Council appointed an ad hoc committee under the Chairmanship of Sir Thomas Merton to consider whether the Royal Society might take any useful action to improve and extend the teaching of science in schools. One of its conclusions indicated that a difficulty in the recruitment of science teaching staff was the lack of facilities for research. A joint committee was therefore established in July 1957 with representatives of the Royal Society and the (then) Science Masters’ Association, to consider the problems of science masters who wished to pursue research and to arrange provision of advice in response to particular requests. The terms of reference were deliberately framed to give the widest scope and can be summed up as ‘To assist school science teachers who wish to pursue research’. In setting up this committee the Council of the Royal Society was of the opinion that the teaching of science in schools may be improved if those teaching science were enabled to carry out some kind of research at school in such a way that senior pupils may be able to take an interest in any research being pursued at their schools. On the inception of the scheme some 1383 schools in the British Isles were advised and publicity given in various appropriate journals; many replies were received warmly welcoming the formation of this new committee.

2021 ◽  
Vol 11 (4) ◽  
pp. 148
Author(s):  
Xiaoshan Z. Gordy ◽  
Wesley Sparkmon ◽  
Hyllore Imeri ◽  
Andrew Notebaert ◽  
Marie Barnard ◽  
...  

The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.


2020 ◽  
Vol 1 (2) ◽  
pp. 125-148
Author(s):  
Jonathon Adams ◽  
Fei Victor Lim

Abstract This paper describes a pilot study exploring how an approach drawing on systemic functional linguistics can inform science teaching. This study is an exploratory effort between researchers from a linguistics background and secondary school science teachers in the Singapore science classroom. The teachers designed activities in the joint construction of texts to support students’ negotiation of meanings and clarification of conceptual understandings. With this, the teachers applied strategies to draw attention to the language of science in their lessons. The study points to the value of the functional literacy approach in science teaching and presents implications on teacher professional learning as well as the role of linguistics in developing disciplinary literacy in students.


2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.


2018 ◽  
Vol 1 (3) ◽  
pp. 155 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Ghaneshwary R. Muruges

The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant differences in the attitude towards Frog VLE among science teachers between male and female. Teachers with less experience (younger teacher) have greater attitude compared to old teachers. Science teachers with higher professional grade have greater attitude compared to the teachers with lower professional grade. Hence, science teachers are encouraged to attend courses and develop skills in using Frog VLE to increase their attitude in usage of Frog VLE in teaching science.


2019 ◽  
Vol 9 (4) ◽  
pp. 262
Author(s):  
Ramli ◽  
Saleh

The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.


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