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SUMMARY:Effecting principled improvement in STEM education: A research-inf
 ormed dialogic-teaching approach to early secondary-school mathematics and
  science: the pedagogical design and field trial of the epiSTEMe intervent
 ion   - Professor Kenneth Ruthven\, University of Cambridge
DTSTART:20141201T163000Z
DTEND:20141201T180000Z
UID:TALK56210@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:The Effecting Principled Improvement in STEM Education [epiSTE
 Me] project undertook pedagogical research aimed at improving pupil engage
 ment and learning in early secondary-school physical science and mathemati
 cs. The project designed and trialled a classroom intervention\, with asso
 ciated professional development\, in a form intended to be suited to imple
 mentation at scale within the English educational system. Guided by princi
 ples endorsed by the research literature and drawing on a range of resourc
 es\, the most distinctive feature of the epiSTEMe pedagogical approach is 
 its inclusion of a component of dialogic teaching. Aimed at the first year
  of secondary education\, the epiSTEMe intervention consists of a short in
 troductory module designed to prepare classes for this dialogic teaching c
 omponent\, and topic modules which employ the epiSTEMe pedagogical approac
 h to cover two curricular topics in each of science and mathematics. Over 
 the 2010/11 school year\, a field trial was conducted in 25 volunteer scho
 ols\, randomly assigned to intervention and control groups. 
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room  2S5
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