A Smooth Trajectory: Developing Continuity and Progression between Primary and Secondary Science Education through a Jointly-Planned Projectiles Project

Daniel Davies, Kendra McMahon

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This article reports on findings from a two‐year project—‘Improving Science Together’—undertaken in 20 primary and four secondary schools in and around Bristol, UK. The project was funded by the pharmaceutical company AstraZeneca PLC as part of their national Science Teaching Trust initiative, and had as one of its aims the development of cross‐phase liaison between secondary school science departments and their feeder primary schools. Our findings suggest that, as a result of joint planning and implementation of a bridging unit, there had been an increase in the secondary school teachers’ understanding of both the range of the science curriculum covered in primary schools and pupils’ levels of attainment in the procedures of scientific enquiry. There was also evidence that transfer assessment information was informing planning and that pupils were experiencing greater continuity in their science education.
Original languageEnglish
Pages (from-to)1009 – 1021
Number of pages13
JournalInternational Journal of Science Education
Volume26
Issue number8
DOIs
Publication statusPublished - 1 Aug 2004

Cite this

@article{3f931637cb9647168745fef49836f32c,
title = "A Smooth Trajectory: Developing Continuity and Progression between Primary and Secondary Science Education through a Jointly-Planned Projectiles Project",
abstract = "This article reports on findings from a two‐year project—‘Improving Science Together’—undertaken in 20 primary and four secondary schools in and around Bristol, UK. The project was funded by the pharmaceutical company AstraZeneca PLC as part of their national Science Teaching Trust initiative, and had as one of its aims the development of cross‐phase liaison between secondary school science departments and their feeder primary schools. Our findings suggest that, as a result of joint planning and implementation of a bridging unit, there had been an increase in the secondary school teachers’ understanding of both the range of the science curriculum covered in primary schools and pupils’ levels of attainment in the procedures of scientific enquiry. There was also evidence that transfer assessment information was informing planning and that pupils were experiencing greater continuity in their science education.",
author = "Daniel Davies and Kendra McMahon",
year = "2004",
month = "8",
day = "1",
doi = "10.1080/1468181032000158372",
language = "English",
volume = "26",
pages = "1009 – 1021",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Taylor and Francis",
number = "8",

}

TY - JOUR

T1 - A Smooth Trajectory: Developing Continuity and Progression between Primary and Secondary Science Education through a Jointly-Planned Projectiles Project

AU - Davies, Daniel

AU - McMahon, Kendra

PY - 2004/8/1

Y1 - 2004/8/1

N2 - This article reports on findings from a two‐year project—‘Improving Science Together’—undertaken in 20 primary and four secondary schools in and around Bristol, UK. The project was funded by the pharmaceutical company AstraZeneca PLC as part of their national Science Teaching Trust initiative, and had as one of its aims the development of cross‐phase liaison between secondary school science departments and their feeder primary schools. Our findings suggest that, as a result of joint planning and implementation of a bridging unit, there had been an increase in the secondary school teachers’ understanding of both the range of the science curriculum covered in primary schools and pupils’ levels of attainment in the procedures of scientific enquiry. There was also evidence that transfer assessment information was informing planning and that pupils were experiencing greater continuity in their science education.

AB - This article reports on findings from a two‐year project—‘Improving Science Together’—undertaken in 20 primary and four secondary schools in and around Bristol, UK. The project was funded by the pharmaceutical company AstraZeneca PLC as part of their national Science Teaching Trust initiative, and had as one of its aims the development of cross‐phase liaison between secondary school science departments and their feeder primary schools. Our findings suggest that, as a result of joint planning and implementation of a bridging unit, there had been an increase in the secondary school teachers’ understanding of both the range of the science curriculum covered in primary schools and pupils’ levels of attainment in the procedures of scientific enquiry. There was also evidence that transfer assessment information was informing planning and that pupils were experiencing greater continuity in their science education.

U2 - 10.1080/1468181032000158372

DO - 10.1080/1468181032000158372

M3 - Article

VL - 26

SP - 1009

EP - 1021

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 8

ER -