Doing Science is unique in seeking to make explicit the links between science education and science studies. These fields of study and their respective academic communities, whilst appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each of the work done within the other tradition. Presenting detailed accounts of current research, the book highlights the significance of modern science studies for classroom practice and, conversely, the importance of the classroom and teaching laboratory as a context for science studies. The thread which runs through the collection as a whole is children 's experience of doing science and the image of science which learners pick up along with the science knowledge, understanding and skills they require.

In many countries, questions are being raised about the quality and value of educational research, and whether educational practice can ever draw upon research evidence as productively as in fields such as medicine. This book explores the relationship between research and practice in education, using the case of science education as an example. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research - and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence - and so be said to be evidence-based. The issues considered are not specific to science, but apply to the teaching and learning of any curriculum subject.
The book draws on the findings of four inter-related research studies, carried out by the Evidence-based Practice in Science Education (EPSE) Research Network. It considers:
- how research might be used to establish greater consensus about curriculum
- how research can inform the design of assessment tools and teaching interventions
- teachers' and other science educators' perceptions of the influence of research on their teaching practices and their students' learning
- the extent to which evidence can show that an educational practice "works."
The book is unique in exploring the issues raised by the current debate about educational research within the context of the teaching and learning of a specific curriculum subject. Rather than looking at how research might inform educational practices in the abstract, it looks at how research can lead to improvement in the teaching of specific pieces of knowledge, or specificskills, that we value. The issues it explores are therefore of direct interest and relevance to educational practitioners and policy-makers.

Doing Science is unique in seeking to make explicit the links between science education and science studies. These fields of study and their respective academic communities, whilst appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each of the work done within the other tradition. Presenting detailed accounts of current research, the book highlights the significance of modern science studies for classroom practice and, conversely, the importance of the classroom and teaching laboratory as a context for science studies. The thread which runs through the collection as a whole is children s experience of doing science and the image of science which learners pick up along with the science knowledge, understanding and skills they require.

In many countries, questions are being raised about the quality and value of educational research, and whether educational practice can ever draw upon research evidence as productively as in fields such as medicine. This book explores the relationship between research and practice in education, using the case of science education as an example. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research - and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence - and so be said to be evidence-based. The issues considered are not specific to science, but apply to the teaching and learning of any curriculum subject.
The book draws on the findings of four inter-related research studies, carried out by the Evidence-based Practice in Science Education (EPSE) Research Network. It considers:
- how research might be used to establish greater consensus about curriculum
- how research can inform the design of assessment tools and teaching interventions
- teachers' and other science educators' perceptions of the influence of research on their teaching practices and their students' learning
- the extent to which evidence can show that an educational practice "works."
The book is unique in exploring the issues raised by the current debate about educational research within the context of the teaching and learning of a specific curriculum subject. Rather than looking at how research might inform educational practices in the abstract, it looks at how research can lead to improvement in the teaching of specific pieces of knowledge, or specificskills, that we value. The issues it explores are therefore of direct interest and relevance to educational practitioners and policy-makers.