Pupils' perceptions of practical science in primary and secondary school: Implications for improving progression and continuity of learning

M. Driver; M. Braund

doi:10.1080/0013188042000337578

Pupils' perceptions of practical science in primary and secondary school: Implications for improving progression and continuity of learning

M. Driver, M. Braund

Institute for Effective Education

Research output: Contribution to journal › Article › peer-review

Abstract

In spite of the introduction of a National Curriculum in UK schools and the improved progression and continuity that it promised, pupils still have problems with learning when they transfer from primary to secondary school. These problems are particularly acute in science. One approach is to provide a programme of 'bridging work', focused on practical science, that is started in the primary school and continued in the secondary school. The research reported here explored pupils' perceptions and experiences of science practical work before and after transfer to secondary school. The implications of the findings for the design of bridging work in science are discussed.

Original language	English
Pages (from-to)	77-91
Number of pages	14
Journal	Educational Research
Volume	47
Issue number	1
DOIs	https://doi.org/10.1080/0013188042000337578
Publication status	Published - Mar 2005

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10.1080/0013188042000337578

http://dx.doi.org/10.1080/0013188042000337578

Cite this

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abstract = "In spite of the introduction of a National Curriculum in UK schools and the improved progression and continuity that it promised, pupils still have problems with learning when they transfer from primary to secondary school. These problems are particularly acute in science. One approach is to provide a programme of 'bridging work', focused on practical science, that is started in the primary school and continued in the secondary school. The research reported here explored pupils' perceptions and experiences of science practical work before and after transfer to secondary school. The implications of the findings for the design of bridging work in science are discussed.",

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