Giving young people experiences of the curiosity, creativity and wonder of thinking like a physicist

Lead Research Organisation: Canterbury Christ Church University
Department Name: School of Teacher Education

Abstract

Motivation

School students generally enjoy practical work in physics but dislike the rigidity of so-called recipe investigations - which are investigations that follow a set method, designed to guide them to an expected answer. Further, over the long term, an overuse of recipe investigations fosters a disinterest in science, misperceptions about how science is done and confusion about what physics tells us about the nature of universe.

In addition, the entrenched subject compartmentalisation of secondary school science and exam pressure means that physics becomes disconnected from real-world contexts and the multidisciplinary topics discussed in other subjects. Students miss out on opportunities to explore the relationships between physics and Big Questions as part of their formal learning.

Students in areas of deprivation frequently struggle to access employer-based and science enrichment activities and have low science capital - and are hardest hit by these negative aspects of school science. Our project is designed to address this gap.

Aims, outcomes, outputs, impact

The project will transform how 600 participating students (age 8-12) in six schools in areas of deprivation and will enrich their understanding of physics by providing them with workshop activities linked to real world contexts and Big Questions in which to see the value, relevance and power and limitations of physics. As a result, students develop a deeper appreciation of the curiosity, creativity and wonder that is involved in real-world science exploration.

Each school will have three in-school workshops for up to 100 students. Students are in groups of about 30 and the workshops run concurrently three times. 180 students (30 per school) also attend a showcase event on campus.

Six workshops will be designed - three for primary students aged 8-10 and three for secondary students aged 11-13. The workshops brief is to help students to experience the curiosity, creativity and wonder of thinking like a physicist while tackling misperceptions and negative attitudes towards physics associated with compartmentalisation, exam pressure and recipe investigations. Expert physicist Prof John Wood (honorary scientist at RAL) will provide scenarios that inspire students' imaginations about how physics works drawn from solar and particle physics, cosmology and accelerator science. These workshops will supplement two existing physics workshops from a previous project.

Professional Development in participating schools will build 24 teachers' understanding of how to create activities that link classroom physics with big questions about the nature of reality.

Five University Outreach Ambassadors will gain expertise in science communication and ways to teach physics to students. Our aim is that our Ambassadors who are mostly Education Studies undergraduates will become experienced and passionate STEM influencers in future;

During the workshops the students will create a project for a showcase event on campus. The challenge and excitement of the showcase will create a focus while giving students the freedom to research and devise their own responses. 180 students will come on campus for a day of sharing questions, ideas and demonstrations. The showcase will be promoted to university teacher trainees, university staff and the media.

Project dissemination will provide a case study of how researchers, experienced scientists and university outreach ambassadors can work with students to enhance their understanding of the nature of physics. The case study together with resources for successful activities will be published and promoted to STEM professionals and teachers via organisations such as the ASE. Research findings will be disseminated to academics, teachers and policy makers via National Curriculum Policy groups via conference presentations, policy reports, journal articles and a special edition of School Science Review.

Planned Impact

1) Dissemination within and to our Faculty
This will include research seminars for staff and trainee teachers about the research and copies of instruments, resources and findings available on BlackBoard

2) Dissemination to educators teachers and schools

This will include dissemination to our partnership schools, features about the work, an invitation to come to the final showcase and exhibition.

Dissemination via our own and other website blogs and our newsletter which is read by more than 400 recipients mostly in teaching and education.

Also articles in professional magazines including Primary Science and a special edition of School Science Review (Association for Science Education) edited by Prof Billingsley.

Also a research paper submitted and if accepted, presented at BERA (the British Educational Research Association) annual conference.

A research paper for Research in Science Education (or a similar international peer reviewed journal).

3) Dissemination to STEM Professionals and Curriculum Writers
This will include curriculum policy advice, the publication of engagement strategies and working with our STEM partners including the Royal Society of Engineering, the Institute of Physics and so on.
 
Title 'How do clouds stay up?' - Essential Experiences in Science Investigation Card 
Description The Epistemic Insight "Investigating Big Questions" Discovery Bags contain a variety of scientific equipment and resources to help students 'think like a scholar'. This Investigation Card 'How do Clouds stay up?' demonstates how two or more scientific explanations can work together to explain something more complicated in the natural world. It focuses on conducting an investigation of the properties of a water droplet with a pipette and a coin to increase understanding of the water cycle through simple observations, expanding the investigation to consider the effect of gravity on clouds. 
Type Of Art Image 
Year Produced 2022 
Impact This project resource aimed to overcome barriers for teachers when designing 'practical science' enquiry by providing a pre-design, research informed activity, which was readily available. Acknowledging the reported reduction in hands-on science activities during the pandamic, it provided children with opportunity to explore how to work scientifically through engagement with practical science and multidisciplinary thinking by considering the big question 'How do Clouds stay up?'. 
 
Title 'How do we make sense of the weather' - Big Questions Investigation Card 
Description The Epistemic Insight "Investigating Big Questions" Discovery Bags contain a variety of scientific equipment and resources to help students 'think like a scholar'. This Investigation Card focuses on conducting an investigation with a wind sock or piece of tissue to investigate wind and air flow. Students are encouraged to use different disciplines, particularly science and religion, to think deeper about the Big Question 'how do we make sense of the weather', such as whether it could be a sign from God or if there is a God that controls the weather. 
Type Of Art Image 
Year Produced 2022 
Impact A lack of hands-on science activities was seen during lockdowns. The project gave those children opportunities to have well-designed, research-informed activities to give them a chance to learn how science works with other disciplines to explore Big Questions about human personhood and the nature of reality. 
 
Title 'In the future will people travel and live in space?' - Big Questions Investigation Card 
Description The Epistemic Insight "Investigating Big Questions" Discovery Bags contain a variety of scientific equipment and resources to help students 'think like a scholar'. This Investigation Card focuses on space, in which students make a 'to scale' diagram of the solar system and consider whether humans could really travel deep into space to live and work. Students are encouraged to think about this scenario from a range of disciplines, including science, to determine the benefits and drawbacks put forward by different disciplinary perspectives. 
Type Of Art Image 
Year Produced 2022 
Impact We have seen a decrease in the number of children responding with 'I don't understand the question' when asked 'At school I have learnt that science is an example of a discipline'. This indicates that children have been engaging with more science at school and as a result of the resources have been exposed to learning about the nature of science. 
 
Title 'Why do we need water?' - Big Questions Investigation Card 
Description The Epistemic Insight "Investigating Big Questions" Discovery Bags contain a variety of scientific equipment and resources to help students 'think like a scholar'. This Investigation Card focuses on conducting an experiment with the pipette and investigate 'why do we need water?', using different disciplines to think deeper about whether the famous flood in the story of Noah's Ark really happened. 
Type Of Art Image 
Year Produced 2021 
Impact During the height of the pandemic, teachers reported minimal amounts of practical science. Our data indicate that the science resources have been effective in increasing the amount of practical science for children. Almost all teachers at our participating schools reported that the Epistemic Insight resources motivated them to provide hands on practical science. Teachers also commented: 'I liked the focus on observation rather than measurement in the spinners activity. The children loved the water droplets on coins activity' and 'great range of suggested activities and discussion guides.' 
 
Title 'Why is the sky blue?' - Big Questions Investigation Card 
Description The Epistemic Insight "Investigating Big Questions" Discovery Bags contain a variety of scientific equipment and resources to help students 'think like a scholar'. This Investigation Card focuses on conducting an investigation with a pair of diffration glasses to investigate 'why is the sky blue?'. Students are encouraged to use different disciplines to think deeper about the spectrum of colours in visible light, and how the symbol of the rainbow is used to convey meaning and purpose in many different settings. 
Type Of Art Image 
Year Produced 2022 
Impact Teachers reported increased confidence in science teaching after using the resources. Feedback from a teacher at one school said: 'The three lessons we completed in school looked at the Big Questions, Why do spinners spin?, How do clouds stay up? and Why is the sky blue?... Not only were the children unbelievably excited at being able to scientifically answer our big questions, but the investigative aspect of each lesson also engaged them all thoroughly. The lessons were exciting to teach too, because of such a high level of engagement, we could really delve into the depths of the science and question the children further as to their observations and understanding.' 
 
Title Can it ever be good to slip? - Essential Experiences in Science Investigation card 
Description The Epistemic Insight "Essential Experiences in Science" investigation card offers engagement with practical science and multidisciplinary thinking by examining the big question 'Can it ever be good to slip?' The card considers the powers, limitations and distinct nature of science by conducting an experiment to observe how objects slip down a ramp, and explores how friction is a force that controls gripping and slipping. In addition, the investigation incorporates creating the best design for a bowling alley shoe using innovation and problem-solving skills. The card aims to support the use of scientific language i.e.'observe' and 'observations' to help children to 'work scientifically' and to compare science with another discipline to appreciate that science is only one way to answer questions. 
Type Of Art Image 
Year Produced 2022 
Impact This project resource aimed to overcome barriers for teachers when designing 'practical science' enquiry by providing a pre-design, research informed activity, which was readily available and national curiculum aligned. Acknowledging the reported reduction in hands-on science activities during the pandamic, it offered children opportunity to explore how to work scientifically through engagement with practical science and multidisciplinary thinking by considering the big question through science experimentation whilst incorporating a design and technology perspective which sparks imagination, critical thinking and problem solving - transferable skills for scientists and other STEM careers. 
 
Title Can you make music with elastic bands - Essential Experiences in Science Investigation card 
Description The Epistemic Insight "Essential Experiences in Science" investigation card provides opportunity for engagement with practical science and multidisciplinary thinking by considering the big question 'Can you make music with elastic bands?' The card considers the powers, limitations and distinct nature of science by conducting an experiment to observe how sound is made through vibration, by designing a simple musical instrument to establish patterns in sound, pitch and volume. In addition, the investigation considers through geography, opportunity to explore locating music in a specific place or space. Within the investigation children engage with the big question to consider the powers, limitations and distinct nature of science in contrast with another discipline. 
Type Of Art Image 
Year Produced 2022 
Impact This project resource aimed to overcome barriers for teachers when designing 'practical science' enquiry by providing a pre-design, research informed activity, which was readily available and national curiculum aligned. Acknowledging the reported reduction in hands-on science activities during the pandamic, it offered children opportunity to explore how to work scientifically through engagement with practical science and multidisciplinary thinking by considering the big question through science experimentation as well as geographical investigation. 
 
Title Discipline Wheel inc engineering and technology 
Description By placing a big question in the middle of the discipline wheel, it can support students to think about how other disciplines might investigate the question, or how the question might need to be reframed to provide a smaller question for specific disciplines. Content links can be made. This version includes engineering and technololgy. 
Type Of Art Artefact (including digital) 
Year Produced 2021 
Impact This project resource aimed to overcome barriers for teachers when designing 'practical science' enquiry by providing a pre-design, research informed poster that supports multidisciplinary thinking by considering big questions through science enquiry and engagement with practical science acitivities. It also lends itself to explore other science and STEM related transferable skills such as critical thinking and problem solving through the discipline segments including design and technology. 
 
Title Epistemic Insight Glossary 
Description The glossary presents a range of vocabulary and terms with a brief definition which apply to Epistemic Insight Pedagogy. It is useful resource to support delivery of Epistemic Insight in the classroom. 
Type Of Art Artefact (including digital) 
Year Produced 2022 
Impact This project resource aims to assist delivery of practical science by exploring a range of appropriate vocabularly which supports epistemic insight pedagogy in the classroom. 
 
Title Essential Experiences in Science - Clouds ID Poster 
Description A poster that provides a range of clouds for observation when investigating the 'How do we make sense of the weather?' card. Part of the essential experiences in science set. 
Type Of Art Image 
Year Produced 2021 
Impact This project resource aimed to overcome barriers for teachers when designing 'practical science' enquiry by providing a pre-design, research informed resource, which was readily available and national curiculum aligned. Acknowledging the reported reduction in hands-on science activities during the pandamic, it supported working scientifically through engagement with practical science and multidisciplinary thinking when asking big questions. 
 
Title Essential Experiences in Science - We are working with partnership schools to investigate Big Questions! 
Description Essential Experiences in Science poster recognising the work with partnership schools to investigate Big Questions. 
Type Of Art Image 
Year Produced 2021 
Impact A publicity and information tool intended to increase interest in the primary practical science workshops for tutors, trainee teachers and undergraduates and their wider networks. Impacts - new interest in the investigations, resources and activities by placement schools working with the university. 
 
Title Investigating Big Questions - We are exploring the distinctiveness of different disciplines with primary-aged students. 
Description Investigating Big Questions poster - demonstrating exploring the distinctiveness of different disciplines with primary-aged students. 
Type Of Art Image 
Year Produced 2022 
Impact A publicity and information tool intended to increase interest in the primary practical science workshops for tutors, trainee teachers and undergraduates and their wider networks. Impacts - new interest in the investigations, resources and activities by placement schools working with the university. 
 
Title Who sank the Titanic? - Essential Experiences in Science Investigation card 
Description The Epistemic Insight "Essential Experiences in Science" investigation card is one card out of a set of two that provide opportunity for engagement with practical science and multidisciplinary thinking by considering the big question 'Why did the Titanic sink?'. This card investigates by asking a different question 'Who sank the Titanic?', a question preferred by history. It focuses attention on the historical event itself and the people present on board Titanic by examining a range of sources from the past. This is in contrast with the science investigation card which considers the powers, limitations and distinct nature of science by conducting an experiment to observe the effects of water resistance, gravity and forces upon a model titanic. The two cards and associated resources offer an investigation that considers the question from different disciplinary lenses, providing opportunity to 'think like a scholar' i.e. thinking like a historian, or to work and think scientifically. 
Type Of Art Image 
Year Produced 2022 
Impact This project resource aimed to overcome barriers for teachers when designing 'practical science' enquiry by providing a pre-design, research informed activity, which was readily available and national curriculum appropriate. Acknowledging the recognised reduction in hands-on science activities during the pandamic, the resource offered opportunity to investigate 'Why did the Titanic sink' by working scientifically through engagement with practical science. In addition this card, applied multidisciplinary thinking, when considering 'Who sank the Titanic?', focusing through a historical lens, to investigate the event. 
 
Title Why did the Titanic sink? - Essential Experiences in Science Investigation card 
Description The Epistemic Insight "Essential Experiences in Science" investigation card is one card out of a set of two that provide opportunity for engagement with practical science and multidisciplinary thinking by considering the big question 'Why did the Titanic sink?'. This card considers the powers, limitations and distinct nature of science by conducting an experiment to observe the effects of water resistance, gravity and forces upon a model titanic. The associated card is titled 'Who sank the Titanic?' focusing attention on the historical event itself. Together the cards and accompanying resources offer an investigation that considers the question from different disciplinary lenses, providing opportunity to 'work scientifically' and to - to 'think like a scholar' i.e. think like a scientist or think like a historian. 
Type Of Art Image 
Year Produced 2022 
Impact This project resource aimed to overcome barriers for teachers when designing 'practical science' enquiry by providing a pre-design, research informed activity, which was readily available. Acknowledging the reported reduction in hands-on science activities during the pandamic, it offered children opportunity to explore how to work scientifically through engagement with practical science and multidisciplinary thinking by considering the big question 'Why did the Titanic sink?', through science experimentation and historical investigation of the event. 
 
Title Why do spinners spin? - Big Questions Investigation card 
Description The Epistemic Insight "Investigating Big Questions" Discovery Bags contain a variety of scientific equipment and resources to help students 'think like a scholar'. This Investigation Card focuses on conducting an experiment with paper spinners to investigate 'why do spinners spin?'. It focuses on helping students understand the nature of science and encourages students to make observations of how changes to the spinner (such as adding paperclips or cutting the wings) can cause it to fall or spin differently. 
Type Of Art Image 
Year Produced 2022 
Impact Findings from children's pre and post data of schools using these resources show there has been a shift in children's perceptions about science through participation in the activities. This indicates that the COVID recovery resources have begun to help children to increase their understanding of the nature of science through increased participation in hands-on practical science. 
 
Description We provided inspiring hands-on physics teaching and CPD sessions for teachers. We were concerned that the hands-on experimentation at schools were limited to 'recipe investigation' than science experiments and therefore did not reflect how real scientists work. In addition, we wanted to give students opportunities to work on real-world problems related to physics and astronomy to make it more relevant and inspiring. Therefore, we created resources based on our epistemic insight pedagogy, exploring problems in an interdisciplinary way and framed around Big Questions.
Our initial plans were impacted by Covid-19 pandemic, however new ways of working provided opportunities to collaborate online for co-creation of resources and teacher professional development across our partner schools. It enabled us to reach more students, in areas of high deprivation and increase their science capital. We worked closely with 2 secondary and 6 primary schools and through this collaboration reached 17 more schools and worked with 110 teachers directly and indirectly.
Our activities were delivered both online and in partner schools. Several CPD sessions were created and delivered, mostly online. We co-created workshops, lesson plan, resources and cards, exploring Big Questions about space, light, climate change, COVID-19 pandemic, electric vehicles and renewable and sustainable energy sources. 664 primary school pupils and 362 secondary school pupils took part in our workshops and worked with our resources. Teachers attended CPD sessions and those more engaged gained research skills through participation in team meeting and presenting conferences such as BERA, ASE and UCET.
Teacher observations revealed students' interest in the topics explored through the project activities and lessons were more interactive and inspiring. Additionally, students enriched their understanding of topics explored and also made physics concepts more relatable to real world problems.
The project upskilled teachers in delivering physics topics in a more interdisciplinary way and they repeatedly reported increased confidence in delivering this after attending our CPD sessions. Teachers developed understanding of how to create activities that link classroom physics with big questions about the nature of reality. One of the partner school, Fulston Manor, reported integrating our resources and pedagogy into scheme of work for year 9 by adapting AQA Physics scheme of work. We also conducted CPD sessions for 56 teacher trainees at University of Hull, providing them with skills and confidence to deliver STEM teaching in a creative, engaging and multidisciplinary way.
We reached 1,012 education professionals through teach meets and conference presentations. Our videos, blogs and websites with resources reached 31,092 visitors in total. 1,575 individual resources distributed. Through publications in 'Primary Science' (ASE) and TES magazine, a TEDx talk (28K views), items on BBC Radio 4, BBC Radio Kent and social media platforms we expanded our reach to thousands of primary schools. When many schools were providing limited or no hands-on science experience, the project successfully worked across primary and secondary education, delivering practical science enquiry and adapting to the audience and circumstances.
Exploitation Route Hands-on investigations cards were co-created with teachers to ensure relevance to curricula and current STEM issues. In addition we created and flexibly delivered, accompanying CPD sessions for teachers, which have proven to be very effective in increasing pupils' science capital and raising teachers' confidence and expertise in delivering STEM activities across primary and secondary phases. Pupils enjoyed exploring STEM topics in relation to real-world through exploring Big Questions using multidisciplinary approaches. Making the resources relevant and practical have improved students' learning and interest in STEM. The ready to use resources can be used in schools across the UK and are free to download from: https://zenodo.org/communities/epistemic-insight/. Accompanying CPD can be accessed via: https://www.epistemicinsight.com/ees/. Extending engagement nationally will naturally increase the number of disadvantaged schools benefitting from free access to professional development and STEM activities and resources. The teacher development sessions will empower participating teachers and provide opportunities for sharing their knowledge and skills with their networks. High quality resources relevant to everyday lives have been shown to increase pupils interest and performance in STEM (ASPIRES Research | IOE - Faculty of Education and Society - UCL - University College London).
Sectors Education
 
Description The project changed the way physics is taught in the collaborating school making it interdisciplinary and more practical and relevant to students' everyday lives. Linking physics to other disciplines through exploring Big Questions and nature of disciplines helped students to connect and build on their knowledge across the subjects and enriched their learning experience. Through working with our project participating teachers developed their research skills and learned how to create and deliver research-engaged curricula. Our work on the project led to establishing further collaborations with partners within and outside academia in the UK and internationally (Armagh Observatory, University of Kent, OECD, ASPNet). Our collaboration with Armagh Observatory resulted in creation new collaborative projects and further STFC funding for a joint project - Summer school for Astronomy PhD students Summer School - July 11-14 2023 - The Future of Knowledge. International collaborations with OECD and ASPNet led to further partnerships with educators and academics in Zambia, namely Copperbelt University Zambia, resulting in developing collaborative project to work with schools in Zambia as well as a joint grant application to Templeton World Charity Foundation. We also established collaboration with Kwame Nkrumah University, Zambia to develop a community of learning that works across teacher education and schools in Zambia and UK. Capitalising on our work within this project and other associated projects we will work with trainee teachers, teachers and students on areas related to physics and astronomy, for example planetary science. We are currently developing a project proposal and seeking joint funding. We have also discussed potential future collaboration with UNESCO's ASPnet (12,000 schools in 182 countries) to use our resources with teachers in up to 25 schools in each of 20 countries.
First Year Of Impact 2022
Sector Education,Other
Impact Types Cultural,Societal,Policy & public services
 
Description Article in TES magazine
Geographic Reach National 
Policy Influence Type Contribution to new or Improved professional practice
URL https://www.tes.com/magazine/teaching-learning/secondary/epistemic-insight-are-you-utilising-it-your...
 
Description Partnership school 
Organisation Borden Grammar School
Country United Kingdom 
Sector Academic/University 
PI Contribution We designed research instruments and CPD in research.
Collaborator Contribution Our collaborating parner trains the school teachers, collects research, co-designs workshops for students and teachers.
Impact A selection of multidisciplinary cards and teacher notes.
Start Year 2020
 
Description University of Hull - School of Education 
Organisation University of Hull
Country United Kingdom 
Sector Academic/University 
PI Contribution We adapted two investigation cards (spinner and clouds) and co-created accompanying activities for three sessions for Primary Science trainee teachers at the University of Hull. We then run three three-hour CPD sessions with trainee teachers using the cards and discipline wheel to explore and test the cards with the view for the trainees to use them at their placement schools.
Collaborator Contribution Our Hull partner co-created and adapted resources and co-delivered sessions with us.
Impact The cards have potentially been used at up to 57 placement schools. Further collaboration is planned and the surveys results are being analysed with a view of writing up a publication.
Start Year 2021
 
Description Zambian University Partner 1 
Organisation Copperbelt University
Country Zambia 
Sector Academic/University 
PI Contribution The discovery bags and Essential Experiences in Science work has generated interest from international partners in Copperbelt University Zambia, resulting in joint grant application titled "Depolarising science classrooms by accelerating students' epistemic insight and teachers' strategies for dialogue" where we aim to address foundations of polarization through activities in classrooms and approaches to science education across two countries, Zambia, and England. This project will employ the discovery bag' of equipment for each student in a class and provide access to hands-on science and opportunities to investigate Big Questions.
Collaborator Contribution The partner will collaborate to recruit schools in Zambia to work with the project resources, pedagogy, models and tools.
Impact Grant application in process. Update of progress anticipated in mid-April.
Start Year 2022
 
Description A 'hot topic' blog post on the BERA website 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact We presented a 'hot topic' on science in the curriculum in a form of a BERA blog article. BERA say that their blog has arguably the highest reach of any educational blog 31 August 2021- reaching 230 of 235 countries; we estimate that the blog reached at least 762 readers- BERA conference attendees. .
Year(s) Of Engagement Activity 2021
URL https://www.bera.ac.uk/blog/ofsteds-subject-review-of-science-could-it-put-science-into-a-subject-si...
 
Description Activities integrated in the scheme of work with Year 8 pupils at Fulston Manor School 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact Two year 8 classes, 60 students took part in series of lessons (3 periods) incorporating what was initially planned as workshops into scheme of work (April 2021). The activities included Spinner, students measured speed, the session also covered gravity and falling parachutes/ associated forces. The spinner was used as a practical extension, in small 'bubble' groups using minimal technical equipment, thus being 'covid safe'. The spinner was dropped from 2m above the cross in the centre; students marked the landing point and also wrote their stopwatch time on the sheet. This was then be held up for initial analysis. The HoD and KS3 coordinator were also involved in this activity, observing it live, and also interacting with the same classes, as the KS3 coordinator for science was team teaching one of the two classes. He did oral backup / reinforcement of the principles with the class in his lessons following mine, and confirmed that the EI principles had been embedded.
Year(s) Of Engagement Activity 2021
 
Description Activities integrated in the scheme of work with Year 9 pupils at Fulston Manor School 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact Two year 9 classes, 50 pupils took part in a series of lessons incorporating what was initially planned as workshops into scheme of work (May-June 2021). The first class followed the regular scheme of work on the History of the Atom as per the AQA science Physics scheme of work (Dalton, Thomson, Rutherford, Bohr, Chadwick) but the partner teacher delivered these lessons integrating the Bubble tool and Discipline wheel, developed by Berry and the team. During the session more aspects become amenable to science, while some earlier speculations fell outside the purview of science. As technology advances, more questions become investigable, and then the results more definitive.
A follow up to this experience of applying the EI tools was around the development of Electric Vehicles, in the context of Physics/ renewable and sustainable energy. This topic is weak in delivery as the curriculum stands, but was enriched by use of the discipline wheel.
Year(s) Of Engagement Activity 2021
 
Description CPD for teachers at Chard School (CCCU Hub) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact 1 teacher attended a CPD session about the nature of science, multidisciplinary thinking and big questions, with a focus on the space investigation, for a total of one hour. The session was delivered by a member of the research team. CPD guidebooks were made available to teachers in attendance.
Year(s) Of Engagement Activity 2021
 
Description CPD session at Fulston Manor School 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact The partner teacher at Fulton Manor school conducted CPD for the head of science department, science coordinator and headteacher.
Year(s) Of Engagement Activity 2021
 
Description CPD session to 57 Primary science teacher trainees at University of Hull 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Three sessions (CPD) lasting three hours, using two cards (spinner and clouds) were delivered to 57 Primary Science trainee teachers with experience in schools were co-delivered with our partner (University of Hull). The trainee teachers were just about to start their placement and reported that the resources will be useful to bring to their placements. Some answers to the question: Has learning about epistemic insight changed your understanding of teaching - if so, how?:
' It has given an insight as to how to tackle the 'big questions' and we don't always know the answer to everything'.
'Yes, as it has shown how certain inquiries can be linked to multiple subjects and how wider knowledge is fundamental '
'Yes, it has prompted me to think about the cross-curricular links and how we can use big questions and explore these through a variety of viewpoints and subject areas'.
'Looking at the relationships between different disciplines and how the same question can be asked amongst them all'.
'Yes, it has made me understand how it links to practice and how it supports other areas when thinking of big questions'.



.
Year(s) Of Engagement Activity 2021
URL http://www.epistemicinsight.com/ees-2/
 
Description CPD sessions for the partnership school (Fulston Manor) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact The partner school teacher attended 3 two hour CPD sessions with us to learn about epistemic insight strategies and tools, activity cards and how to provide CPD for teachers in his school.
Year(s) Of Engagement Activity 2021
 
Description CPD webinar - Can it ever be good to slip? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professional development for teachers, educators, and trainee teachers engaged with epistemic insight pedagogy. An essential experiences in science (EES) session to provide guidance to interested teacher-researchers on the delivery of the EES 'friction' card and accompanying resources, explored through the lens of science and design.
Year(s) Of Engagement Activity 2021
 
Description CPD webinar - How do we make sense of music? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professional development for teachers, educators, and trainee teachers engaged with epistemic insight pedagogy. An essential experiences in science (EES) session to provide guidance to interested or already engaged teacher-researchers on the delivery of the EES 'sound' card and accompanying resources.
Year(s) Of Engagement Activity 2020
 
Description CPD webinar - In the future will people travel and live in space ? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professional development for teachers, educators, and trainee teachers engaged with epistemic insight pedagogy. An essential experiences in science (EES) session to provide guidance to interested teacher-researchers on the delivery of the EES 'space' card and accompanying resources.
Year(s) Of Engagement Activity 2020
 
Description CPD webinar - Ways to teach epistemic insight 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Undergraduate students
Results and Impact Professional development for teachers, educators and predominantly trainee teachers engaged with epistemic insight pedagogy. A foundation session aimed to identify ways to teach epistemic insight.
Year(s) Of Engagement Activity 2020
 
Description CPD webinar - What do maps tell us? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professional development for teachers, educators, and trainee teachers engaged with epistemic insight pedagogy. An essential experiences in science (EES) session to provide guidance to interested or already engaged teacher-researchers on the delivery of an epistemic insight focused lesson which investigated maps through the lens of geography and English.
Year(s) Of Engagement Activity 2021
 
Description CPD webinar - What is Epistemic insight about? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Undergraduate students
Results and Impact Professional development for teachers, educators and predominantly trainee teachers engaged with epistemic insight pedagogy. A foundation session aimed to develop interest in the research within schools.
Year(s) Of Engagement Activity 2020
 
Description CPD webinar - Why did the Titanic sink? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professional development for teachers, educators, and trainee teachers engaged with epistemic insight pedagogy. An essential experiences in science (EES) session to provide guidance to interested teacher-researchers on the delivery of the 'Titanic' EES card and accompanying resources which explored the question through the lens of science and history.
Year(s) Of Engagement Activity 2020
 
Description CPD webinar - Why do seeds need to grow? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professional development for teachers, educators, and trainee teachers engaged with epistemic insight pedagogy. An essential experiences in science (EES) session to provide guidance to interested or already engaged teacher-researchers on the delivery of the EES 'seeds' card and accompanying resources.
Year(s) Of Engagement Activity 2020
 
Description CPD webinar - Why do spinners spin? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professional development for teachers, educators, and trainee teachers engaged with epistemic insight pedagogy. An essential experiences in science (EES) session to provide guidance to interested teacher-researchers on the delivery of the first EES card - the spinner, and accompanying resources.
Year(s) Of Engagement Activity 2020
 
Description Continuation of collaboration January February 2022 Fulston Manor School 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact Iterations of the activities are being applied in the 'History of the Atom' unit with current year 9 classes, of 26 students in each, in the same format as previously reported activities, during Jan and Feb 2022.
Year(s) Of Engagement Activity 2022
 
Description Epistemic Insight - engaging with nature's Big Questions - TED TALK 
Form Of Engagement Activity A broadcast e.g. TV/radio/film/podcast (other than news/press)
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Media (as a channel to the public)
Results and Impact Professor Berry Billingsley delivered Ted Talk video has been used to introduce key concepts of 'ways of knowing' and EI - and has very positive feedback from educators and worldwide audience and it is likely to be used for primary teachers' CPD sessions to introduce the concept of disciplinary knowledge/ways of knowing. Epistemic insight: engaging with life's Big Questions | Berry Billingsley | TEDxFolkestone - YouTube - 27,698 views as on 07.03.22
Year(s) Of Engagement Activity 2021
URL https://www.youtube.com/watch?v=DIctYqZ2Bls
 
Description Epistemic Insight: Exploring Big Questions at Canterbury Christ Church University - video 
Form Of Engagement Activity A broadcast e.g. TV/radio/film/podcast (other than news/press)
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact Professor Berry Billingsley explores children's excitement thinking like scholars, discuses nature of science and how science relates to other disciplines in relation to .Big Questions and also relationship between science and religion. 55 views (accessed on 07.03.22)
Year(s) Of Engagement Activity 2021
URL https://www.youtube.com/watch?v=6pqGFpLln8M
 
Description Interview feedback - Chard School 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact Feedback of experiences of the Essential experiences in Science pedagogy. Its delivery through the practical science investigations and the resources available to access for all children in the classroom. One KS2 teacher - individual interview slot.
Year(s) Of Engagement Activity 2021
 
Description Interview feedback - Pilgrims School 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact Feedback of their experiences of the Essential experiences in Science pedagogy. Discussion regarding delivery through the practical science investigations and the resources available to access in their classrooms. Three KS2 teachers took part in three individual interviews.
Year(s) Of Engagement Activity 2021
 
Description Keynote at the VICEPhEC conference 2022 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Berry presented a keynote at the ViCEPhEC22 conference - drawing on research and personal experiences she discussed what knowledge means to students and other groups of people in society. This included a review of a small-scale study asking students 'what does it mean to be good with knowledge?'. The research question: What can we - who are knowledge producers, educators and communicators - do to support the future of knowledge and build its public face in an age where most people's encounters and experiences with knowledge are increasingly in the company of machines was explored.
Year(s) Of Engagement Activity 2022
URL https://vicephec22.wordpress.com/programme/monday-22nd-august-abstracts/
 
Description New generation teachers - online course 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Public/other audiences
Results and Impact Online EI course was created for students age 15 and above to give you a selection of teaching skills, to spark or maintain your interest in teaching and science enquiry. It was created for students thinking about teaching or a future teacher on a teacher education course or a teacher in school. The resource draws on a national initiative called the Epistemic Insight Initiative - to give you tips on designing enquiries for primary school students. This will include thinking about what primary sc
Year(s) Of Engagement Activity 2020,2021,2022
URL https://newgenerationteachers.wordpress.com/
 
Description Newletter Article 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact The Governor magazine Autumn 21 - goes to all schools in Kent and Medway and is on the The Education People Website and can be accessed by the public.
The article on page 30 promoted the Epistemic Insight Initiative projects.
Year(s) Of Engagement Activity 2021
URL https://issuu.com/theeducationpeople7/docs/tep_the_governor_magazine_autumn_2021
 
Description Online webinar 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Other audiences
Results and Impact STFC zoom seminar, principal investigator presented on 'Schools events and practical work during the pandemic, what are the issues and how can we help?' (10th February 2021)
Year(s) Of Engagement Activity 2021
 
Description Online webinar 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Other audiences
Results and Impact STFC zoom seminar, principal investigator and colleagues presented on 'How the interplay between scientists and government during the pandemic is affecting how the public understand the nature and value of science?' (13th January 2021)
Year(s) Of Engagement Activity 2021
 
Description Presentation at SE region Association for Science Education online Teachmeet - Fulston Manor 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Our partner from the Fulston Manor school presented at the Association of Science Education (ASE) teach meet. An hour-long event took place on 29 4 2, consisting of an informal sequence of presentations by 6 serving teachers, INSET providers and associates of ASE including the National Physical Laboratory. The invited audience was members and non-members of ASE. There were 40 audience spaces, and 10 speaker tickets. n the audience were some regional reps of the ASE from outside the South East region. With reference to the case study/ example of 'Why did the Titanic sink?' some epistemic insight tools like 'Question Box' and Bubble Tool were introduced to show how build understanding of what sorts of questions are amenable to science, and what the wider issues might be in broadening interdisciplinary understanding. The presentation was very positively received, with questions from ASE leaders and participants related to classroom practice and dialogue with students and the idea of small and big questions in science.
Year(s) Of Engagement Activity 2020
 
Description Presentation at the BERA conference September 2021 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact A paper entitled: 'Combatting misinformation and discussing Big Questions and the role of science in real-world problems: A new era for science education in schools and Initial Teacher Education' was submitted as a video of the presentation and made available to all delegates (762). BERA conference was scheduled for 15th September 2021. The presentation highlighted the importance of interdisciplinary approach to science and science communication. The paper reported research and development of guidelines for use in a range of educational settings including school, college and higher education. Those were tested in webinars for ITE students and school students that include a focus on questions such as, "Who should we vaccinate first?" and "What are the causes of climate change?" The findings of pilot studies were presented, together with the rationales for the workshop topics, the objectives we are seeking to teach and the ways that gains in epistemic insight are assessed. For example, our choices of real-world problems create opportunities to examine cases where it can be unclear what is meant by 'science' at any given time. Secondly, there is the potential for confusion about which problems arise because of uncertainties in the science and which are uncertainties about what actions to take. The research was undertaken jointly by the LASAR team and the partner school (Fulston Manor).
Year(s) Of Engagement Activity 2021
URL https://www.bera.ac.uk/conference/bera-conference-2021
 
Description Resources sent to four primary schools for hands-on science activities by our partner school Borden Grammar 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact Three hands-on investigation cards - space, light and climate change were distributed to four collaborating Primary schools: Snodland Primary,
Snodland; St Georges Primary, Sheerness; Rodmersham Primary, Sittingbourne and Queensborough Primary, Isle of Sheppy to six teachers.
The schools are part of an outreach program. The cards could potentially accessed by 180 y5 and year 6 pupils.
Year(s) Of Engagement Activity 2021
 
Description School workshop 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact One teacher-researcher (years 7 and 8) involved in the project undertook a classroom-based Voyager spacecraft model built in a friend's workshop in Lockdown 1, which I used as a context to use remote sensing as a COVID safe context for practicals. These activities were a way of demonstrating and discussing practical science activities in any syllabus context without the need for students to be touching things.
Year(s) Of Engagement Activity 2020
 
Description School workshops 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact Undertook an online workshop called "Travelling and Living Beyond the Earth" with two secondary schools and one primary school were involved, and just short of two hundred Year 7 students used the workshop as part of their lockdown work. For the primary school twenty-two Year 5 students engaged with the workshop, seven at home and fifteen under the guidance of their teacher in school.

The resources used cards received a positive response from the two school that they are being trialled in at the moment, and further work on the cards is currently taking place to produce teacher notes and videos to accompany them. One interesting use of the cards has been in relation to the running of blended lessons. One of the implications for school due to the COVID pandemic is the teaching of blended lessons. For science teachers this opens up the dilemma of how students can be actively engaged in scientific investigations when some students are working from home. Recently the "Travelling and Living Beyond the Earth" EES card was used as part of a blended lesson with year 7 students at a secondary school. As the activities on the card were designed to be conducted safely at home with simple equipment, it was possible to enable six students working from home to conduct the same experiment as the students in the school. The intention is to explore and develop the use of the cards and workshops in blended lessons further.

Beyond the immediate impact to the students who have engaged with the "Travelling and Living Beyond the Earth" workshop and accompanying EES card, the project has afforded the opportunity for both primary and secondary school teachers to engage in collaborative CPD. Positive links have been formed between primary and secondary school teachers. As an example, the "Travelling and Living Beyond the Earth" workshop has resulted in a primary school teacher being linked to two secondary school science teachers. This collaboration has led to the specialist science teachers working closely with the primary school to develop further their KS2 science curriculum.
Year(s) Of Engagement Activity 2020
 
Description School workshops - Birkbeck Primary school 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact One collaborating teacher, who was the allocated science teacher in school - delivered two 'hands on' science investigations. Firstly, 'Why do spinners spin?' to two Y5 classes totalling 60 pupils which focused on air resistance. Pupils experimented by testing and observing how changes to the spinner affected its fall or spin. Each Y5 child received a 'spinner' card and associated science resources to enable engagement with practical science, to generate opportunity to 'work scientifically' and to 'think like a scientist'. Secondly, the same teacher delivered the 'Can we make music with elastic bands?' investigation to two classes of Y4 totalling 60 pupils in terms 1 & 2 (Academic year 2020-21). Each Y4 child received the 'music' card and associated resources to engage with practical science by creating their own musical instrument to investigate tone, vibrarion and pitch, with consideration through geography of how music can be located in a specific area/culture. Within the investigations children engaged with these big questions to consider the powers, limitations and distinct nature of science in contrast with other disciplines. A particular outcome for KS2 children was the appreciation of how observation is a key method of science. Delivery was underpinned by epistemic insight pedagogy, alongside guidance and support offered to teachers through guides, teacher notes and pupil worksheets. The activities provided for "some great discussion with the children" of physical science and big questions.
Year(s) Of Engagement Activity 2020
URL https://www.epistemicinsight.com/ees-2/
 
Description School workshops - Bromstone Primary school 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact One collaborating teacher, delivered one 'hands on' science investigation - 'Why do spinners spin?' to one Y4 classe of 29 pupils which focused on air resistance. Pupils experimented by testing and observing how changes to the spinner affected its fall or spin. Each Y4 child received a 'spinner' card and associated science resources to enable engagement with practical science, to generate opportunity to 'work scientifically' and to 'think like a scientist'. Within the investigations children engaged with the big question to consider the powers, limitations and distinct nature of science. A particular outcome for KS2 children was the appreciation of how observation is a key method of science. Delivery was underpinned by epistemic insight pedagogy, alongside guidance and support offered to the teacher through guides, teacher notes and pupil worksheets.
Year(s) Of Engagement Activity 2021
URL https://www.epistemicinsight.com/ees-2/
 
Description School workshops - Kennington CE Academy 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact Two Y5 teachers - delivered two separate 'hands on' science investigations to the Year 5 pupils. Firstly, in term 2 (Academic year 2020-21) 'Why do spinners spin?' was investigated by two Y5 classes totalling 60 pupils which focused on air resistance and gravity. Pupils experiment by testing and observing how changes to the spinner affected its fall or spin. Each Y5 child received a 'spinner' card and associated science resources to enable engagement with practical science, to generate opportunity to 'work scientifically' and to 'think like a scientist'. In term 6 (Academic year 2020-21) four Y5 teachers delivered to three Y5 classes totalling 90 pupils 'How do clouds stay up?' which focused on the water cycle and gravity. Each Y5 child received the 'clouds' card and associated resources to engage with practical science to show how two or more scientific
explanations can work together to explain something more complicated in the natural world. Within the investigations children engaged with these big questions to consider the powers, limitations and distinct nature of science in contrast with other disciplines. A particular outcome for KS2 children was the appreciation of how observation is a key method of science. Delivery was underpinned by epistemic insight pedagogy, alongside guidance and support offered to teachers through guides, teacher notes and pupil worksheets.
Year(s) Of Engagement Activity 2020,2021
URL https://www.epistemicinsight.com/ees-2/
 
Description School workshops - Pilgrims Way Primary school 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact Three collaborating teachers delivered 'Can we make music with elastic bands?' investigation to two classes of Y4 totalling 42 pupils in terms 3 (Academic year 2020-21). Each Y4 child received the 'music' card and associated resources to engage with practical science by creating their own musical instrument to investigate tone, vibrarion and pitch, with consideration through geography of how music can be located in a specific area/culture. Three collaboting teachers delivered to 28 Y5 pupils two cards in the 'Why did the Titanic sink?' investigation which aims to engage pupils with practical science and multidisciplinary thinking through the big question. The first card 'Why did the Titanic sink?' considers the powers, limitations and distinct nature of science by conducting an experiment to observe the effects of water resistance, gravity and forces upon a model titanic. The second card contrasts science with another discipline - that of history and asks a different question 'Who sank the Titanic?', focusing attention on the people and the historical event itself by examining a range of sources from the past. The cards and associated resources offer an investigation that considers the question from different disciplinary lenses, providing opportunity to 'work scientifically' and to - to 'think like a scholar' i.e. think like a scientist or think like a historian. The investigations engage children with these big questions to consider the powers, limitations and distinct nature of science in contrast with other disciplines. A particular outcome for KS2 children was the appreciation of how observation is a key method of science. Delivery was underpinned by epistemic insight pedagogy, alongside guidance and support offered to teachers through guides, teacher notes and pupil worksheets.
Year(s) Of Engagement Activity 2021
URL https://www.epistemicinsight.com/ees-2/
 
Description School workshops - Reculver C of E Primary 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact One collaborating teacher, delivered one 'hands on' science investigation to 25 Y5 pupils. Two cards in the investigation offer opportunity for engagement with practical science and multidisciplinary thinking through the big question 'Why did the Titanic sink?'. The first card 'Why did the Titanic sink?' considers the powers, limitations and distinct nature of science by conducting an experiment to observe the effects of water resistance, gravity and forces upon a model titanic. The second card contrasts science with another discipline - that of history and asks a different question 'Who sank the Titanic?', focusing attention on the people and the historical event itself by examining a range of sources from the past. The cards and associated resources offer an investigation that considers the question from different disciplinary lenses, providing opportunity to 'work scientifically' and to - to 'think like a scholar' i.e. think like a scientist or think like a historian. A particular outcome for KS2 children was the appreciation of observation as a key method of science. Delivery was underpinned by epistemic insight pedagogy, alongside guidance and support offered to teachers through guides, teacher notes and pupil worksheets.
Year(s) Of Engagement Activity 2021
URL https://www.epistemicinsight.com/ees-2/
 
Description The UCET Annual Conference 2,3 November 2021 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professor Berry Billingsley delivered a keynote at the UCET Annual Conference untitled 'Celebrating teachers as epistemic agents'. UCET is the membership organisation for university ITE https://www.ucet.ac.uk/. About 200 participants attended online. About 10 participants engaged in questions and interaction on the day, but the questions were coordinated by a chair so we have written details of who and what - it was live.
Year(s) Of Engagement Activity 2021
URL https://www.ucet.ac.uk/12859/ucet-annual-conference-2021
 
Description Travelling and living beyond the earth - Borden Grammar 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact One primary and two secondary teachers engaged in a collaborative CPD 'Travelling and living beyond the earth' workshop and accompanying card (In the future will people travel and live in space). As a result a primary teachers was linked to two secondary science teachers. This collaboration led to the specialist science teachers working closely with the primary school to develop their KS2 science curriculum.
Year(s) Of Engagement Activity 2021
 
Description What is light? - workshop for Primary school led by Borden Grammar 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact Workshop 'What is light' was delivered to 90 Primary school children (Yr 5 and Yr 6) with 5 teachers participating in CPD. Students learned to appreciate the power of science to answer questions about light's properties; they also discover that understanding light's properties can inform but not completely answer a question about what light means to people and humanity. Dimensions of meaning that are considered in the workshop include: light's usefulness to us as engineers of our own environment when it lights our way, its mathematical simplicity when it reflects and when objects form shadows (appealing to our sense of logic), its cosmic wizardry by hiding many colours in white light (igniting awe and wonder), its theatrical value because we can control what the audiences sees and produce unexpected images via refracted light. Workshop compares scientific and other types of questions. Each investigation has a precise question that we investigate scientifically and an associated question often in another discipline that expands our understanding of what light means to us. Epistemic insight tools were used to help students to discover the relationships between different ways of knowing and different types of knowledge looking at each discipline's preferred questions, methods and norms of thought.
Year(s) Of Engagement Activity 2020
 
Description Your Programme Your Opportunities (YPYO) - Teaching about climate change with epistemic insight. 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Study participants or study members
Results and Impact The presentation forms part of an enrichment programme aimed at university students, alumni, staff and partners and considers the concerns of climate change and whether it is solely the role of science to achieve a sustainable future.
Year(s) Of Engagement Activity 2021
 
Description Your Programme Your Opportunities (YPYO) - What is an insight curriculum? 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Undergraduate students
Results and Impact The presentation forms part of an enrichment programme aimed at university students, alumni, staff and partners and considered a switch of focus in school and undergraduate courses from a 'knowledge-based' curriculum to an 'insight-focused' curriculum.
Year(s) Of Engagement Activity 2020
 
Description Your Programme Your Opportunities (YPYO) - Who if anyone should be required to have a Covid vaccination? 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Study participants or study members
Results and Impact The presentation forms part of an enrichment programme aimed at university students, alumni, staff and partners and considering this complex real-world problem.
Year(s) Of Engagement Activity 2021