Monday 3 June 2019, 12.00PM
Speaker(s): Dr Chris Harrison, Reader in Science Education Kings College, London
In 2007, the Rocard report suggested that science teaching in Europe needed a rethink with a focus much more on inquiry-based science education. Since then there has been millions of Euros spent on projects to support this change. This session will question what we mean by inquiry learning in science, what the recent PISA 2015 results do and do not tell us about inquiry learning with a focus on what we have learnt about inquiry work in science classrooms across Europe.
Location: A/D/017, Alcuin Block D, University of York