Epistemic Reflections on Successful Science Teaching Intervention: Theorizing How Constructivism Works to Promote Creativity

• In Event: In Theory: Considerations for Mixed Methods Researchers

Abstract

This paper reports on a small scale Randomised Control Trial (RCT), funded by the Educational Endowment Fund (EEF) involving 42 schools in England, UK. The research design involved half the schools acting as ‘controls whilst the remaining 21 were the ‘experimental’ participants. The constructivist teaching intervention was developed to promote both scientific thinking and creativity. Quantitative data statistically evidenced improved student examination performance by at least 3 months. The statistical evidence, alone though, did not illustrate why the intervention was so successful.This paper argues why a mixed methods approach, involving both qualitative and quantitative data collection methods(observations, interviews, digitally recorded lessons etc) is required to illustrate how the pedagogy was enacted and why it had such an impact.

Authors

• Sarah Frodsham, Oxford Brookes University

• Debra McGregor, Oxford Brookes University