Picture of a black hole

Strathclyde Open Access research that creates ripples...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of research papers by University of Strathclyde researchers, including by Strathclyde physicists involved in observing gravitational waves and black hole mergers as part of the Laser Interferometer Gravitational-Wave Observatory (LIGO) - but also other internationally significant research from the Department of Physics. Discover why Strathclyde's physics research is making ripples...

Strathprints also exposes world leading research from the Faculties of Science, Engineering, Humanities & Social Sciences, and from the Strathclyde Business School.

Discover more...

Visible thinking routines principles into practice : VT and placement learning in science teaching

Souter, Nicky (2011) Visible thinking routines principles into practice : VT and placement learning in science teaching. In: Scottish Educational Research Association Conference 2011, 2011-11-24 - 2011-11-25, Stirling Highland Hotel. (Unpublished)

Full text not available in this repository. (Request a copy from the Strathclyde author)

Abstract

Inquiry lies at the heart of effective science education. Visible Thinking (VT) is one way of promoting such enquiry as it relies heavily on questioning. VT is further validated by contemporary curricular change in Scotland (CfE) in terms of promoting active and participatory learning styles. Following an introduction to VT principles science graduates were invited to incorporate VT approaches into placement learning. Student science teachers (23 Biology, 21 Chemistry, and 27 Physics) responded to a questionnaire on two occasions during the PGDE. A high response rate was recorded (c.85%) They identified incorporation of VT and other active learning approaches into their classroom practice; reported changes in VT use throughout the PGDE; reflected on an individual lesson involving a VT technique; and reflected on changes in their confidence in using VT approaches. Qualitative and quantitative analysis of the questionnaires indicate positive uptake by the student science teachers, commitment to incorporating VT during the induction year and beyond as well as indicating positive aspects related to pedagogy and to promoting learning.