University of Hertfordshire

By the same authors

Developing teachers as leaders of science in primary schools

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Documents

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Original languageEnglish
Title of host publicationJournal Of Emergent Science
Subtitle of host publicationOutcomes of the Primary Science Teaching Trust's 2016 International Primary Science Conference
EditorsAmanda McCrory, Suzanne Gatt
PublisherAssociation for Science Education (ASE)
Pages64-71
Number of pages8
Volume12
Publication statusPublished - 12 Feb 2017
EventCreativity exemplified: No boundaries No barriers: International Primary Science Conference - Belfast, Ireland
Duration: 1 Jun 2016 → …

Conference

ConferenceCreativity exemplified: No boundaries No barriers
CountryIreland
CityBelfast
Period1/06/16 → …

Abstract

Children’s experiences of science at primary school inform their decisions about studying science post-16, which impacts on the supply of STEM professionals. In England, the Primary Science Quality Mark (PSQM) award programme is a recognised way of addressing the reported decline in the profile given to science as numeracy and literacy have been prioritised. This programme aims to raise the profile of primary science by providing schools
with a framework and professional support for developing science leadership, teaching and learning. This paper reports the views of twelve primary science leaders from schools involved in the PSQM scheme for the first time and explores changes in their attitudes to teaching and leading science. Data were collected through questionnaires, an interview and focus group and from documents submitted for the award. The findings suggest how the science leaders’ perspectives shifted from science learning and practice in isolated classrooms to a whole-school vision.

Notes

Julia Mackintosh, Elizabeth White, and Claire Dickerson, 'Developing teachers as leaders of science in primary schools', in Proceedings from the PSTT International Primary Science Conference, Belfast, June 2017, The Journal of Emergent Science, Issue 12, Winter 2016/2017, Special Edition. Published by Association for Science Education in partnership with the Primary Science Teaching Trust (PSTT).

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