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Using Diagnostic Assessment to Enhance Teaching and …
Evidence-based Practice in Science Education (EPSE) Research Network Using Diagnostic Assessment to Enhance Teaching and Learning A Study of the Impact of Research-informed Teaching Materials on Science Teachers Practices Robin Millar and Vicky Hames September 2003 Acknowledgements The research project discussed in this report was one of four inter-related projects, exploring the relationship between research and practice in science education, undertaken by the Evidence-based Practice in Science Education (EPSE) Research Network, a collaboration involving the Universities of York, Leeds, Southampton and King s College London. The EPSE Network was funded by the UK Economic and Social Research Council (ESRC) in Phase 1 of the Teaching and Learning Research Programme (TLRP) (grant no. L139 25 1003). We acknowledge the contribution of our EPSE colleagues, John Leach, Jonathan Osborne, Mary Ratcliffe, Hannah Bartholomew, Andy Hind and Jaume Ametller to our thinking about the issues involved in this work.
Over a school year, we then monitored how the teachers chose to use these resources with their classes, their views on them, and any evidence of impact on teaching and/or learning. Teachers were asked to keep records of their use of the materials, and were interviewed about how they were using them, and their impressions.
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