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Making science education evidence-based? Reflections on a Teaching and Learning Research Programme (TLRP) study

Traianou, Anna and Hammersley, Martyn. 2008. Making science education evidence-based? Reflections on a Teaching and Learning Research Programme (TLRP) study. Oxford Review of Education, 34(4), pp. 461-481. ISSN 0305-4985 [Article]

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Abstract or Description

There are some important ambiguities in discussions about the implications of 'evidence-based practice', both for educational research and for the work of teachers. In this paper we explore several of these through examining the Evidence-based Practice in Science Education (EPSE) study—part of the Teaching and Learning Research Programme (TLRP), a major UK research initiative that is explicitly committed to improving the contribution of educational research to policymaking and practice. The field of science education is in some ways a critical case, given that the notion of evidence-based practice treats scientific research as a privileged source of evidence. We examine the assumptions built into the EPSE study, and how these relate to the classical medical model of evidence-based practice, and to some other approaches to educational research that are concerned with closing the gap with practice.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/03054980701751440

Keywords:

evidence-based practice; science teaching; relationship between research and practice

Departments, Centres and Research Units:

Educational Studies
Research Office > REF2014

Dates:

DateEvent
4 August 2008Published

Item ID:

4398

Date Deposited:

01 Nov 2010 12:10

Last Modified:

27 Jun 2017 09:59

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/4398

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