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Making science education evidence-based? Reflections on a Teaching and Learning Research Programme (TLRP) study.
- Source :
-
Oxford Review of Education . Aug2008, Vol. 34 Issue 4, p461-481. 21p. - Publication Year :
- 2008
-
Abstract
- There are some important ambiguities in discussions about the implications of 'evidence-based practice', both for educational research and for the work of teachers. In this paper we explore several of these through examining the Evidence-based Practice in Science Education (EPSE) study—part of the Teaching and Learning Research Programme (TLRP), a major UK research initiative that is explicitly committed to improving the contribution of educational research to policymaking and practice. The field of science education is in some ways a critical case, given that the notion of evidence-based practice treats scientific research as a privileged source of evidence. We examine the assumptions built into the EPSE study, and how these relate to the classical medical model of evidence-based practice, and to some other approaches to educational research that are concerned with closing the gap with practice. [ABSTRACT FROM AUTHOR]
- Subjects :
- *SCIENCE education
*EVIDENCE-based medicine
*EDUCATION research
*TEACHING methods
Subjects
Details
- Language :
- English
- ISSN :
- 03054985
- Volume :
- 34
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Oxford Review of Education
- Publication Type :
- Academic Journal
- Accession number :
- 33278502
- Full Text :
- https://doi.org/10.1080/03054980701751440