beyond 2010: stem beyond the classroom ase outdoor science working group national science learning...
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Beyond 2010: STEM beyond the classroom
ASE Outdoor Science Working Group
National Science Learning Centre, HeslingtonJuly 7, 2010
Inspirational outdoor science for all
ASE Outdoor Science Working Group
National Science Learning Centre, HeslingtonJuly 7, 2010
Association for Science EducationBirmingham UniversityBritish Ecological SocietyField Studies CouncilKeele UniversityKing’s College LondonScience and Plants for SchoolsSouthampton University
Funded by the Nuffield Foundation
January 2010: Launch the seminar series at the ASE Annual Conference, Nottingham
March – June 2010: Hold the series of five themed seminars
July – September 2010: Write the summary report
November 2010: Launch the Beyond 2010: STEM beyond the classroom report
1. Initial teacher education (Birmingham)2. Learning in informal contexts (Bristol)3. Assessment and examinations (Cambridge)4. CPD (York)5. Policy (London)
The seminars will examine opportunities for cross-curricular work involving STEM subjects and other aspects of the curriculum, particularly in the light of the new GCSE criteria.
1. What have been the successes and failures and resulting impacts, of recent ‘outdoor learning’ initiatives on teaching and learning, particularly in STEM subjects?
2. How do we identify and build on existing good practice in terms of learning science outside the classroom?
3. What changes in curriculum, assessment, pedagogy, training and supporting resources are needed to enable teachers of STEM subjects to use the 'outdoor classroom' more effectively?
4. What can we learn from research, in the UK and elsewhere, about effective teaching beyond the classroom and how can we implement transferable solutions into mainstream STEM education?
Where scientific investigation is at the heart of students’ science work, and teachers are planning effective experiences of how science works, there are higher levels of engagement and enjoyment leading to higher standards.
• Fieldwork skills are highly developed and frequently utilised
• Practical work is not confined to following instructions but uses a variety of contexts in which pupils are making decisions about investigations and ways of researching issues such as the origins and outcomes of acid rain in the area.
Ofsted’s draft subject specific guidance for ‘outstanding’ achievement