Pupils’ attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter?
MetadataDangos cofnod eitem llawn
The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through ICT was the prevalent culture in the school. Thirty year six pupils [aged 10– 11 years] were selected at random from the final year cohort and were interviewed to determine their views about school science and their views about the teaching methods employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to their new school, and were again asked their views about school science and the way it was taught. While in the primary school, pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary school, which compensated for the relative lack of ICT in science teaching.
Education and Information Technologies;
Beauchamp, G. and Parkinson, J. (2008) Pupils’ attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter? Education and Information Technologies, 13 (2), pp.103 - 118.
Dynodwr Gwrthrych Digidol (DOI)http://dx.doi.org/10.1007/s10639-007-9053-5
The final publication is available at http://dx.doi.org/10.1007/s10639-007-9053-5
- Education Research 
Yn dangos eitemau sy’n perthyn drwy deitl, awdur, pwnc a chrynodeb.
A matter of interpretation: developing primary pupils’ enquiry skills using position-linked datalogging Davies, Dan; Collier, C.; Howe, A. (Taylor & Francis, 2012)Background: This article reports on an evaluation study of a project seeking to develop the use of position-linked datalogging with primary pupils in environmental science contexts. Purpose: The study sought to find out ...
Davies, Dan; Earle, S.; Collier, C.; Digby, R.; Howe, A.; McMahon, K. (2016)Teacher assessment of pupils’ on-going classroom science work can be a more valid means of judging their attainment than testing, because it can be based on a wider range of evidence; for example, observations, discussions ...
Davies, Dan; Collier, C.; Howe, A. (Springer Netherlands, 2012)This article reports on the outcomes from the e-scape Primary Scientific and Technological Understanding Assessment Project (2009–2010), which aimed to support primary teachers in developing valid portfolio-based tasks to ...