Camtree Digital Library (Univ. of Cambridge)
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Scientific personal epistemology of students aged 11-12: A case study
No full textThe intention of the study was to explore the scientific personal epistemology (SPE) of students aged 11-12. A student's SPE is how they conceive the nature of knowledge and knowing in science. Personal epistemology, Nature of Science (NOS) and Scientific Inquiry (SI) research informed methodology and analysis. The case-study employed a battery of instruments, including concept cartoons, closed-form and open-form questionnaires, and inductive and deductive coding of responses. Consistent with previous findings, students entering secondary school have a nebulous and unstable conception of the discipline of science, and a rudimentary and inconsistent SPE. Developing more sophisticated SPEs is essential in science education, and educators should be sensitive to students' likely rudimentary conceptions at and before age 12. As students have the potential to hold more sophisticated epistemologies after appropriate intervention, both primary and secondary science educators should encourage explicit engagement with personal epistemology, NOS and SI in the classroom.
Investigating Talk in Year 9 Group Composing: A Case Study
No full textThis study investigates the co-constructed nature of collaborative composing, examining how two pairs of Year 9 students compose a film underscore.
The findings indicate that the process of composing required experimentation, demonstration and use of technical vocabulary. While both groups created a similar volume and quality of musical material, there was a disparity in whether students took equal roles. I suggest that this was not due to lack of engagement, but to: (i) mismatched levels of experience using required technology, (ii) students' individual preference for working alone or with others and (iii) relationships between students.
The study highlights the need to establish a better knowledge of students' preferences for working as individuals or in groups, as well as the extent of their informal learning. The findings also reinforce the importance of ensuring students learn how to use appropriate terminology, both through teacher modelling of vocabulary and demonstration of musical concepts
Raising The Game: Improving Maths Outcomes For Primary School Pupils
No full textAim:
The main aim of this development work was to diminish differences in maths outcomes between disadvantaged and non-disadvantaged primary school pupils by using structured games as a maths intervention.
Methods:
The participants were 36 disadvantaged Year 2 children, 18 teachers and TAs from 9 schools, and the project leads. They all benefited from the approach of using structured games to improve maths outcomes. The methods used included using structured games to teach maths, providing specific guidance for teachers and TAs, coaching adults in questioning and assessment, and playing the games repeatedly in a supportive framework.
Findings:
The main findings of the development work were that using structured games to teach maths to disadvantaged Year 2 pupils resulted in an average score gain of 61 points over the year, improved enjoyment of maths, and increased confidence in teaching and supporting maths learning.
Implications:
The findings suggest that using games-based approaches to teaching maths can help disadvantaged pupils make remarkable progress, boosting their engagement, confidence, and love of maths. Teachers and TAs also benefit from the approach, gaining confidence in teaching and using questions to support learning
An exploration into Year 4 pupils’ perspectives surrounding how their parents help them to learn
No full textThis small- scale case study explores the perspectives of Year 4 pupils surrounding how their parents help them to learn. Initially, participants were asked to draw and annotate a picture of an adult who helps them to learn. Semi-structured interviews were then conducted to further explore pupils' drawings and annotations and to allow access to richer data. Pupils' responses were analysed using Braun and Clarke's (2006) comprehensive guide to thematic analysis. Most notably, findings appeared to indicate that children may possess narrow perceptions of learning as they predominantly focused on traditionally academic areas when asked how their parents help them to learn
“Mark it yourself, it’s good for you!” A case study examining the impact of self-assessment on student learning and motivation in a year 12 physics class studying energy
No full textSelf-assessment is a complex metacognitive process with widely reported benefits for students in secondary education. This paper explores the impact of self-assessment on the learning and motivation of a year 12 physics class in a Cambridgeshire secondary school over a sequence of lessons covering the topic of energy. The use of self-assessment appeared to benefit students by providing them with timely, insightful feedback and promoting self-reflection and self-regulation, whilst also enabling differentiation and promoting mastery. Incorporating self-assessment in homework emerged as an opportunity for developing future practice and research, in particular using online platforms that enable students to guide their own learning
An investigation into how the development of musical improvisation skills impacts Year 7 girls’ self-efficacy as performers of sub-Saharan African music
No full textThe research examines the correlation between the development of improvisatory skills and pupil self-efficacy with regard to musical performance. The case-study highlights the difference between self-concept and self-efficacy, drawing attention to their importance within and beyond the Music classroom. Six, twelve-year-old students were observed within small-group, African Drumming lessons, and, in this setting, a social constructivist approach was used to explore improvisation. Whilst learning improvisatory skills appeared to strengthen the self-concept of all participants, this did not necessarily result in an increase in students’ self-efficacy. The research demonstrates the complexity of self-efficacy and suggests a need for further study, focusing particularly on the relationship between pupil expectations, ability and self-efficacy
Improving listening skills: small changes make big differences
Get PDFContext: This study was conducted at a primary school in Mérida, Yucatán, Mexico, with a group of 29 fifth-grade students aged 10-11. The students were generally motivated and well-behaved, but they were less enthusiastic about listening activities compared to other English skills.
Aims: The project aimed to enhance students' listening skills and engagement by addressing their perceptions and preferences for listening tasks. It sought to improve the effectiveness of listening activities through targeted interventions.
Methods: Data collection included a student questionnaire, peer observations using video recordings, and a reflective journal. Dulce also analysed students' responses to identify challenges, preferences, and opportunities for practice. Based on this, she designed a structured lesson plan and homework tasks focusing on listening skills.
Findings: Students found listening tasks challenging primarily due to the speed of the audio. They were more motivated by videos and songs than by traditional dialogues. Effective activities included gap-fills and matching tasks combined with pre-teaching vocabulary. Implementing shorter audios, incorporating multimedia, and increasing listening frequency resulted in improved comprehension and engagement. However, while many students found homework tasks useful, participation was low.
Implications: The study highlights the importance of tailoring listening activities to students' preferences and providing preparatory support to ease comprehension. Teachers might consider using multimedia resources to increase interest and comprehension while carefully planning homework frequency to ensure feasibility for students
How using socio-scientific issues to teach about climate change enhances engagement and knowledge of the nature of science in a year 9 girls class
No full textThe engagement of girls with science in secondary education has been impacted by compartmentalisation of the curriculum, which reduces opportunities for students to link scientific knowledge to other subjects. Compartmentalisation also reduces student knowledge of the nature of science (NOS). This study aims to investigate whether using socio-scientific issues (SSIs) as an approach to studying scientific concepts, such as climate change, can enhance the engagement of year 9 girls with science, and their understanding of NOS. Evidence was collected from focus groups, questionnaires and practitioner reflections. Results showed that using SSIs enhanced some elements of student engagement, and understanding of NOS. Students reported high levels of engagement during SSIassociated tasks, but further research is necessary to distinguish whether factors such as interactions with others and movement around the classroom drives the increased engagement. Nevertheless, this study concludes that SSIs are a useful approach for teaching scientific concepts and about NOS
Improving students' reading comprehension
No full textContext: This study explores methods to enhance reading comprehension in an English class at a technical high school in Chetumal, Mexico. The class, comprising 24 students aged 17-18 with basic English proficiency (A1-A2 CEFR), struggled with comprehension tasks. Initial assumptions were that students were not utilizing taught reading strategies, prompting an exploratory investigation.
Aims: The research aimed to identify effective interventions to improve students' reading comprehension. Specific objectives included understanding students' engagement with reading strategies, identifying their difficulties with comprehension exercises, and determining the types of support needed.
Methods: The teacher employed a reflective journal, classroom observations, and a focus group with nine students of varying skill levels. Data collection spanned two weeks, encompassing peer observations and feedback on activities before, during, and after reading. Focal points included students' perceptions of reading materials, strategies, and their challenges.
Findings: Analysis revealed that students employed strategies when needed and comprehended main ideas. However, comprehension was hindered by unfamiliar topics and difficulties with dictionary use, affecting reading pace and the ability to answer open-ended questions. Visual aids and games like "Hot Potato" were particularly effective and appreciated by students. Interventions, such as offering text choices on familiar topics, incorporating visual aids, and pre-reading dictionary exercises, improved engagement and comprehension. Students expressed a preference for structured support such as sentence frames for open questions and enjoyed competitive, interactive games.
Implications: The findings suggest that understanding students' preferences and incorporating familiar, engaging, and supportive materials can enhance reading comprehension. Teachers might learn from this study the value of student feedback in designing tailored interventions, the role of varied and relevant reading materials, and the effectiveness of games in fostering participation and comprehension
Use of technology in the classroom
No full textContext: This study was conducted at a primary school in Todos Santos, Baja California Sur, Mexico, with a small class of 11 sixth-grade students aged 10-11. The class had diverse English proficiency levels due to the town's mix of local and international families. The focus of the study was to explore the effectiveness of using technology to enhance language learning.
Aims: The project aimed to evaluate the impact of digital tools on students' learning, engagement, and ability to integrate technology into their language development. It sought to determine what students enjoyed about technology, its educational potential, and its role in enriching classroom interactions.
Methods: Data collection involved student interviews, discussions with teachers, and the teacher's reflective journal, supplemented by video-recorded lessons. Over two weeks, the teacher implemented three digital resources: videos for contextualizing lessons, digital flashcards and games for vocabulary, and online reading materials with interactive features.
Findings: Students demonstrated higher engagement and retained information better when lessons included technology. Videos helped students connect meanings visually, enhancing memory and understanding. Digital games and flashcards made vocabulary learning more interactive and enjoyable, while digital reading platforms enabled students to process information faster and boosted their confidence through instant feedback. Peer observations noted that technology catered to diverse learning styles, allowed individualized pacing, and fostered collaboration.
Implications: The findings suggest that technology can significantly enrich learning experiences when thoughtfully integrated. Other educators might consider incorporating videos, interactive games, and online reading tools to engage students and support various learning preferences. Structuring lessons around digital resources can make them more engaging and effective