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Learning to teach in 'urban complex schools'
Ofsted’s (2003) report into access and achievement in urban education suggested that the gap in achievement at GCSE between deprived urban secondary schools and the national average continued to growExpand
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Models, Matter and Truth in Doing and Learning Science.
Doing science involves the development and evaluation of models. These models are not objective truths but can be understood as explanations, which scientists use to explore and reason about anExpand
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The Use of Interactive Fiction to Promote Conceptual Change in Science
In recent years, researchers within science education have started to consider the impact of narrative upon teaching and learning in science. This article investigates the possibilities ofExpand
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Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas
There is a vast body of research that looks at how students describe science and also at their ideas about what types of people work in science. The point of much of this research is to cast light onExpand
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Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011
These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences,Expand
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Epistemic insight and the power and limitations of science in multidisciplinary arenas
In the months since, a widening cohort of researchers, practitioners and policy makers have begun to discuss the importance of epistemic insight as a dimension of students’ intellectual development.Expand
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Is complexity theory useful in describing classroom learning
Complexity theory in the physical sciences describes systems in which groups of agents acting in relation to only their immediate environment nevertheless develop an organisational structure which isExpand
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Making the case for a material-dialogic approach to science education
ABSTRACT Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However,Expand
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Complex neural networks - a useful model for classroom learning?
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