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Title: Pedagogy to enhance teaching and learning within initial teacher education : enabling science education students to take responsibility for their own learning and to become independent
Author: Lakin, Elizabeth Joan
ISNI:       0000 0004 2709 3753
Awarding Body: University of Gloucestershire
Current Institution: University of Gloucestershire
Date of Award: 2010
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This thesis constitutes a bricolage of my research and scholarly activities, with their associated publications, cohering around the aim of encouraging my Initial Teacher Education students to become 'Independent Learners'. My research relates to teaching and learning in science education and emanates from concerns that school pupils are disillusioned and demotivated with science (Osborne and Dillon, 2008) and that the training of teachers may have a role in changing that situation. The individual studies range from pedagogy-related scholarly activity, to researchintensive studies undertaken between 1998 and 201 o. The thesis incorporates two longitudinal action research studies, an evaluation study, and a case study; each using mixed research methods and aligning with one or more of my research questions. My study contributes to pedagogic knowledge with regard the teaching and learning of science, whilst elements of empirical work support developments in 'e-learning' . My research identifies conflicts of a paradigmatic nature: suggesting that the way teaching and learning in science are approached in England is influenced by a specific, and I argue, wrong-headed view of science and science education impacting on the current curriculum and associated assessment procedures. All, I suggest have significant impact on the teacher and learner. My students present a strategic approach to their learning, driven by factors beyond philology or a desire to know and understand their subject. This presents specific challenges to me as a university tutor and science teacher educator. Through my research I recognise the need to enhance and develop higher level skills of autonomy, critical reflection and analysis in my students thereby enabling them to take responsibility for their learning in a cognitively active manner. This engagement with their learning aims to encourage a deeper and more informed understanding of science and the learning process igniting a source of inspiration for themselves and their pupils.
Supervisor: Fuller, Mary ; Allen-collinson, Jacquelyn Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB1603 Secondary Education. High schools