Evidence‐based practice in science education: the researcher–user interface

Abstract

One aim of the Evidence-based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus-group study of views of practitioners on the research-practice interface. The sample included primary and secondary science teachers (including a subset with direct experience of research), curriculum policy-makers, in-service trainers and authors of science textbooks and teaching materials. Questions explored perceptions of the nature, actual use and potential of research in science education. At a general level, teachers and other practitioners characterised educational research, variously, as: purposeful; carried out in a systematic manner; useful in informing action; and large scale. To be viewed as convincing, research evidence had to be seen as transferable, to have resonance with teachers' experience and beliefs, and to have a rigorous methodology. Widespread use of research evidence in the classroom seems to depend on at least two factors: translation of research findings into tangible and useful outcomes, such as teaching materials resulting from research projects; and the presence of a professional culture which encourages both exploration of research and changes to practice. Increasing use of research evidence requires researchers to translate outcomes of research into practical actions and practitioners to be skilled in using evidence systematically in evaluation of their own practice. Networks of researchers and practitioners may further the aims of evidence-based practice.

Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project

“…Galton goes on to say that teaching and learning research products therefore need to be anchored in concrete teaching contexts. Ratcliffe et al (2005) found that research evidence was only used in the classroom when a professional culture had been developed that encouraged both an engagement with research, and changes to practice. They also found that there was a need to translate their research outputs into practical actions and embody them in tangible resources, such as teaching materials.…”

Las murallas invisibles entre la investigación educativa y los docentes

“…La cuarta muralla que mencionamos tiene que ver con la percepción de que los resultados de la investigación no aportan información útil para la práctica docente (Alhumidi y Uba, 2017; Anwaruddin y Pervin, 2015;Beycioglu et al, 2010;Boardman et al, 2005;Broekkamp y van Hout-Wolters, 2007;Joram, 2007;Lysenko et al, 2014;Nicholson-Goodman y Garman, 2007;Pendry y Husbands, 2000;Ratcliffe et al, 2005;Vanderlinde y van Braak, 2010;Williams y Coles, 2007).…”

“…Por último, nos encontramos con la idea de que la investigación da a conocer sus resultados de una forma demasiado especializada, haciendo uso de un lenguaje propio y casi incomprensible para un profesor no universitario (Bartels, 2003;Behrstock et al, 2009, Gore y Gitlin, 2004Hemsley-Brown y Sharp, 2004;Latham, 1993;MacDonald, Badger y Whites, 2001;Murillo, Perines y Lomba, 2017;Ratcliffe et al, 2005;Shkedi, 1998;Vanderlinde y van Braak, 2010;Zeuli, 1994).…”

TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact

“…Ratcliffe et al (2005) found that use of research evidence in the classroom depends on two factors: (i) the 'translation' or 'transformation' of research findings into tangible outputs such as teaching materials and (ii) the existence of a professional culture in the school that encourages teachers to explore ways to use research in practice.…”