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Evidence-based Practice in Science Education (EPSE)
Contact: Robin Millar rhm1@york.ac.uk
Publications
This page is updated with new publications relating to the work of the Network as they are produced.
About the EPSE Network or general issues concerning evidence-informed practice:
Millar, R.H., Leach, J., Osborne, J.F. and Ratcliffe, M. (2000).
Evidence-Based Practice in Science Education (EPSE): a new Research
Network. Education in Science, 190, 12-13.
Ratcliffe, M.R., Collins, S., Leach, J., Millar, R.H. and Osborne, J.F. (2000). Towards Evidence-based Practice in Science Education (EPSE) - an ESRC funded Teaching and Learning Research Network. Paper presented at the British Educational Research Association Annual Conference, University of Cardiff, 7-9 September.
, 85kb)Millar R. (2002). Towards evidence-based practice in science education. School Science Review, 84 (307), 19-20.
Millar, R. (2003). What can we reasonably expect of research in science education? In Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G. and
Kallery, M. (eds.) Science Education Research in the Knowledge-Based Society (pp. 3-8). Dordrecht: Kluwer Academic.
Millar, R., Leach, J., Osborne, J., Ratcliffe, M. and others (in preparation). Towards Evidence-based Practice in Science Education: Issues and Opportunities (provision title). TRLP 'Gateway' book. London: RoutledgeFalmer.
Project 1
Millar, R. and Hames, V. (2001). Using diagnostic assessment to improve students' learning: Some preliminary findings from work to develop and test diagnostic tools. Paper presented at the Third Conference of the European Science Education Research Association (ESERA), Thessaloniki, Greece, August.Millar, R. and Hames, V. (2001). Consistency and variation in pupils' responses to diagnostic questions. Paper presented at the Annual Conference of the British Educational Research Association (BERA), University of Leeds, 13-15 September.Millar R. and Hames, V. (2002). EPSE Project 1: Using diagnostic assessment to improve science teaching and learning. School Science Review, 84 (307), 21-24.Millar, R. and Hames, V. (2003). Improving the research-practice interface: The impact of research-informed teaching materials on science teachers' practices. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, 23-26 March, as part of the symposium Evidence-based practice in science education.
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Project 2
Leach, J. and Scott, P. (2000). The concept of learning demand as a tool for designing teaching sequences. Paper presented at the meeting Research-based teaching sequences, Universite Paris VII, France, November.Leach, J. and Scott, P. (2001). The concept of learning demand as a tool for designing teaching sequences. Paper presented at the Annual Conference of the American Educational Research Association (AERA), Seattle, April.
Scott, P., Hind, A., Leach, J. and Lewis, J. (2001). Designing and implementing science teaching drawing upon research evidence about science teaching and learning. Paper presented at the Third Conference of the European Science Education Research Association (ESERA), Thessaloniki, Greece, 21-25 August.
Hind, A., Lewis, J., Leach, J. and Scott, P. (2002). Evaluating an evidence-based approach to designing and implementing a teaching sequence about plant nutrition. Proceedings of VI conference of European Researchers in Didactic of Biology, (ERIDOB). Toulouse, France, 22-26 October.
Leach, J., Hind A., Lewis, J and Scott, P. (2002). EPSE Project 2: Designing and evaluating short teaching sequences, informed by research evidence. School Science Review, 84 (307), 25-28.
Leach, J. and Scott, P. (2002) Designing and evaluating science teaching sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning. Studies in Science Education, 38, 114-142.
Leach, J., Amettler, J., Hind, A., Lewis, J., and Scott, P. (2003). Evidence informed approaches to teaching science at junior high school level: outcomes in terms of student learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Philadelphia, 23-26 March, as part of the symposium Evidence-based practice in science education.
Leach, J., Ametller, J., Hind, A., Lewis, J. and Scott, P. (2003). Designing and evaluating short science teaching sequences:improving student learning. Paper presented at the Meeting of the European Science Education Research Association, (ESERA) Noordwijkerhout, The Netherlands, 19-23 August.
Leach, J. and Scott, P. (forthcoming). Individual and sociocultural views of learning in science education. Science and Education. (accepted for publication, September 2002).
Project 3
Collins, S., Osborne, J., Ratcliffe, M., Millar, R. and Duschl, R. (2001). What 'ideas about science' should be taught in school science? A Delphi study of the expert community. Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), St. Louis, 26-28 March.Collins, S., Osborne, J., Ratcliffe, M., Millar, R. and Duschl, R. (2001). What 'ideas about science' should be taught in school science? A Delphi study of the expert community. Paper presented at the Annual Conference of the American Educational Research Association (AERA), Seattle, 11-14 April.
Ratcliffe, M., Osborne, J., Collins, S., Millar, R. and Duschl, R. (2001). Evidence-based practice in Science Education (EPSE). Teaching pupils 'ideas-about-science': clarifying learning goals and improving pupil performance. Paper presented at the Third Conference of the European Science Education Research Association (ESERA), Thessaloniki, Greece, August.
Osborne, J., Ratcliffe, M., Collins, S., Millar, R and Duschl, R. (2001). What should we teach about science: A Delphi Study. Evidence-based Practice in Science Education (EPSE) Report, School of Education. King's College, London.Osborne, J., Ratcliffe, M., Collins, S., Millar, R. and Duschl, R. (2001). Teaching pupils 'ideas-about-science': clarifying learning goals and improving pupil performance. Paper presented at the Annual Conference of the British Educational Research Association (BERA), University of Leeds, 13-15 September. Osborne, J., Collins, S., Ratcliffe, M., Millar, R. and Duschl, R. (2001). What 'Ideas-About-Science' Should be Taught in School Science? A Delphi Study of the Expert Community. Paper presented at the Sixth International History, Philosophy and Science Teaching Conference, Denver, Colorado, 7-11 November.Bartholomew, H., Osborne, J.F., Ratcliffe, M. (2002). Teaching 'ideas-about science': case studies from the classroom. Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), New Orleans, 7-10 April.
Osborne J., and Ratcliffe, M. (2002). Developing effective methods of
assessing 'Ideas and Evidence'. School Science Review, 82 (305),
113-123
Bartholomew, H., Osborne, J. and Ratcliffe, M. (2002). Teaching the Nature of Science in Schools: what makes a lesson effective? Paper presented at the Annual Conference of the British Educational Research Association (BERA), University of Exeter, 11-13 September
Osborne, J., Ratcliffe, M., Bartholomew, H., Collins, S. and Duschl, R. (2002) EPSE Project 3: Teaching pupils 'ideas-about-science'. School Science Review, 84 (307), 29-33.
Osborne, J., Ratcliffe, M., Collins, S., Millar, R. and Duschl, R. (2003). What 'ideas-about-science' should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40 (7), 692-720.
Osborne, J., Ratcliffe, M. and Bartholomew, H. (2003). Teaching pupils 'ideas-about-science: case studies from the classroom. Paper presented at the Seventh International History, Philosophy and Science Teaching Conference, Winnipeg, July 30 - August 3.
Osborne, J.F., Ratcliffe, M., and Bartholomew, H. (2003). Teaching pupils 'ideas-about-science: Case studies from the classroom. Paper presented at the Conference of the European Science Education Research Association, (ESERA) Noordwijkerhout, The Netherlands, 19-23 August. Bartholomew, H., Osborne, J. and Ratcliffe, M. (forthcoming). Teaching students 'ideas-about-science': Five dimensions of effective practice. Science Education (accepted for publication, 13 August 2003).Project 4
Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. and Osborne, J. (2001). EPSE4: Understanding the researcher-user interface. Paper presented at the Annual Conference of the British Educational Research Association (BERA), University of Leeds, 13-15 September.Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. and Osborne, J. (2002). The nature of science education research. School Science Review, 84 (307), 35-41.
Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. and Osborne, J. (2003). Evidence-based Practice in Science Education: The researcher-user interface. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, 23-26 March, as part of the symposium Evidence-based practice in science education.
Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. and Osborne, J. (2003). Evidence-based Practice in Science Education: The researcher-user interface. Paper presented at the Annual Meeting of the British Educational Research Association Annual Conference, Edinburgh, September.Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. and Osborne, J. (2004). Science Education Practitioners’ Views of Research and its Influence on their Practice Evidence-based Practice in Science Education (EPSE) Research Network Report, Department of Educational Studies, University of York. Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. and Osborne, J. (2004). Science Education Practitioners’ Views of Research and its Influence on their Practice Evidence-based Practice in Science Education (EPSE) Research Network Report Executive Summary, Department of Educational Studies, University of York.