Project – Perspectives on Science The Level 3 Extended Project: The Perspectives on Science Model...

Project – Perspectives on Science

The Level 3 Extended Project:The Perspectives on Science Model

Dr John L. TaylorDirector of Critical Skills, Rugby SchoolChief Examiner, Edexcel Project QualificationsDirector, Perspectives on Science [email protected]

2


An Example of an Extended Project Programme:

Perspectives on Science (PoS)

A Project course in History, Philosophy and Ethics of Science

From 2004 – 2008 a free-standing pilot AS qualification

Evaluated in 2008 by Levinson et al, Institute of Education

A prototype for the extended project dissertation

2009: PoS style resources developed for other types of EP

3


“Can the Kyoto Protocol be defended using a philosophical and ethical approach?”

“Should the UK’s Law on Abortion be changed?”

“Is there a life after death?”

“Is Schizophrenia Genetic?”

“Should the amount of funding in Autism Research be raised to the amount received by Cancer Research?”

“Are Darwinism and Marxism Related?”

Sample titles from the 2006 cohort

4


Topic Theme

Skills Development (40 hours)

History of science / research skills Philosophical frameworks/ thinking skills Introduction to ethical thinking

Research Project (80 hours)

Research Proposal /PlanningWriting/ Editing

Presentation

Course Structure

5


Timetabling ModelsOne year One term of skills acquisition/ research

proposalsOne term of research/ presentation trainingAssessment around Easter

Two year One year for introductory phase, Research Proposal development after AS modulesTwo terms for research.Assessment around Easter

Extension One year or two on reduced teaching time. This can be either a compressed full course

or in some cases straight into research with skills phase left up to the student. Only recommended with the most able students with relevant prior subject knowledge.

6


Teaching Research Skills

7


Teaching Thinking Skills

8


Developing Ethical Reasoning

9


Supervising the research process and rewarding initiative

Facilitating research

“Better a guide at the side than a sage on the stage”

10


The Project Proposal• Student’s choice of research

question • A rationale for the project • An identification of areas of

research to be addressed • Plan of activities

11


• The origins of the universe• The human mind• The beginning and ending of life• The mechanistic universe • Genetics• Animal welfare• Scientific revolutions

Research Fields

12


Scrutinizing Project Proposals

“The most intellectually satisfying and successful projects are those which are interesting, feasible, sustaining and focused. Students should be explicitly taught by example what distinguishes a good research question from a poor one.”

Levinson et al (2008), p31

13


Structure• Abstract• Introduction• Research Review• Discussion / Development• Conclusion / Evaluation

Project Development

14


Presentation of the Project

• Building confidence• Ensuring authenticity• Celebrating success

15


A Joy to Teach..

“I am really enthusiastic about the course. I think it’s probably the most enjoyable teaching I’ve ever done in my whole teaching career. I think it’s because for once the students and I are actually exploring knowledge, for the love of exploring knowledge, rather than trying to prove that Ohm’s Law is still Ohm’s Law. “

PoS Pilot teacher, quoted in Levinson et al (2008) A Research Study of the Perspectives on Science AS-level Course, p29

16


Shaping aspiration

Hugh completed his Perspectives on Science Dissertation on the mind/body problem in May 06. His work led him to explore the overlap between science and philosophy.

In Feb 09 he wrote, “I'm currently studying Neuroscience at King's in London and this year have started a module called ''Neuroscience and The Mind'' which is also bridging the gap between science and philosophy. To tell you the truth I am loving it!! And I'm also doing quite well in it…”

17


Preparation for HE

“Part of my coursework was sent with my Oxbridge application and I think it was a strength of my application...Philosophical discussions of both Kuhn and Marx formed a large part of my interviews and I was prepared for the rigorous debate by the Perspectives on Science course. Not only do I believe that the course aided my application, but now that I am at Cambridge I genuinely feel that Perspectives opened up new spheres of inquiry and angles of approach which I would not necessarily have explored otherwise.”

Jess (PoS student 2004 – 2006. Jess has now switched to study HPS at Cambridge)

18


Building Confidence

"Perspectives on Science (POS) and the Extended Project (EP) allowed me to develop a variety of skills which are now helping me with my studies at university. Doing the POS/EP gave me the necessary skills for researching topics and producing extended essays and dissertations. In addition, it has given me much more confidence when doing presentations and when I am involved in discussions groups and in tutorials. I have appreciated that points of view should be based upon evidence rather than unsubstantiated ideas. The skills given to me by the POS/EP are of great benefit to me given the nature of some of the modules in my degree. I am really pleased that I had the opportunity to practise these skills before I came to university."

(Michael, now studying Law and Economics at Leicester)

19


20


The Level 3 Extended Project:

The Perspectives on Science ModelContact for Training / Further Information:Dr John L. TaylorDirector of Critical Skills, Rugby SchoolChief Examiner, Edexcel Project QualificationsDirector, Perspectives on Science [email protected]

Resource Linkhttp://www.heinemann.co.uk/Series/Secondary/PerspectivesonScience/PerspectivesonScience.aspx

Photos courtesy of the Welcome Trust

Project – Perspectives on Science The Level 3 Extended Project: The Perspectives on Science Model...

Documents

Transcript of Project – Perspectives on Science The Level 3 Extended Project: The Perspectives on Science Model...