University of York finds real life is key to learning
Secondary schoolchildren are far more positive about science if they are taught how it relates to real life, University of York researchers have discovered. For example, if they are learning about forces and motion, they might begin by looking at what happens when they ride a bicycle. Films and news stories about cloning might help them to explore ideas about genes and heredity.
A study of research literature by the Science Review Group at York found that both girls and boys in classes where science was set in an everyday context were much more positive about the subject than their peers who were taught more traditionally. The study looked in particular at the impact on girls and lower-ability pupils, two groups traditionally alienated by conventional science teaching.
Dr Judith Bennett | alfa
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