Informing Policy and Influencing Practice: Messages From Cross-Disciplinary Research on Science and Mathematics Education

Session Submission Type: Symposium

Abstract

This session addresses the linkage between education research (in science and mathematics education) and policy, focusing on the UK context but framing issues internationally. It foregrounds research that aims to find new ways to encourage children and young people to greater participation, engagement and understanding of science and mathematics and showcases five major current UK research projects, funded in partnership by the Economic and Social Research Council, Gatsby Charitable Foundation, the Institute of Physics and the Association for Science Education as part of the £3m TISME research programme (Targeted Initiative on Science and Mathematics Education). The papers combine strong theoretical framing, substantive empirical research and critical policy analysis to centrally address the issue of how to effect change within schools.

Sub Unit

• International Relations Committee

Chair

• Jonathan F. Osborne, Stanford University

Papers

• Why Are Educational Standards So Resistant to Reform? An Examination of School Mathematics in England - Jeremy Hodgen, Kings College, London; Margaret Brown, King's College London; Dietmar Kuchemann, King's College London; Robert Coe, Durham University

• Research Synthesis for Pedagogical Improvement in School Mathematics and Science - Kenneth Ruthven, University of Cambridge

• Teacher Response to Curriculum Reform in Science - Jim Ryder, University of Leeds; Indira Banner, University of Leeds; Jim Donnelly, University of Leeds

• “Liking Science Is Not Enough”: Messages for International Science Education Policy and Practice - Louise Archer, Kings College, London

• Factors Influencing Participation in Mathematics and Physics - Shirley Simon, Institute of Education - London; Tamjid Mujtaba, Institute of Education; Michael Jonathan Reiss, Institute of Education - London; Melissa Rodd, Institute of Education