Research and practice in science education: A response to Traianou and Hammersley

Robin Millar; John Leach; Jonathan Osborne; Mary Ratcliffe

doi:10.1080/03054980802253221

Research and practice in science education: A response to Traianou and Hammersley

Robin Millar, John Leach, Jonathan Osborne, Mary Ratcliffe

Science Education Group

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

Abstract

A reader of Traianou and Hammersley's article (in this issue), which discusses at some length the work we undertook in the Evidence-based Practice in Science Education (EPSE) Research Network, might attribute to us views that are rather different from those which we in fact hold, and which we have sought to present in our own accounts of this work. We highlight several points on which their interpretation of our work and views differs markedly from ours. The aim of the EPSE Network was to explore the practical implications of 'evidence-based practice' in the context of a mainstream curriculum subject such as science, not to advocate any particular interpretation of that term. We would encourage readers interested in the relationship between research and practice in the teaching of specific subjects to base their view of our work, and the perspectives underpinning it, on our own account.

Original language	English
Pages (from-to)	483-488
Number of pages	6
Journal	Oxford Review of Education
Volume	34
Issue number	4
DOIs	https://doi.org/10.1080/03054980802253221
Publication status	Published - Aug 2008

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10.1080/03054980802253221

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abstract = "A reader of Traianou and Hammersley's article (in this issue), which discusses at some length the work we undertook in the Evidence-based Practice in Science Education (EPSE) Research Network, might attribute to us views that are rather different from those which we in fact hold, and which we have sought to present in our own accounts of this work. We highlight several points on which their interpretation of our work and views differs markedly from ours. The aim of the EPSE Network was to explore the practical implications of 'evidence-based practice' in the context of a mainstream curriculum subject such as science, not to advocate any particular interpretation of that term. We would encourage readers interested in the relationship between research and practice in the teaching of specific subjects to base their view of our work, and the perspectives underpinning it, on our own account.",

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AB - A reader of Traianou and Hammersley's article (in this issue), which discusses at some length the work we undertook in the Evidence-based Practice in Science Education (EPSE) Research Network, might attribute to us views that are rather different from those which we in fact hold, and which we have sought to present in our own accounts of this work. We highlight several points on which their interpretation of our work and views differs markedly from ours. The aim of the EPSE Network was to explore the practical implications of 'evidence-based practice' in the context of a mainstream curriculum subject such as science, not to advocate any particular interpretation of that term. We would encourage readers interested in the relationship between research and practice in the teaching of specific subjects to base their view of our work, and the perspectives underpinning it, on our own account.

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Research and practice in science education: A response to Traianou and Hammersley

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