epiSTEMe project – electricity module
One of the projects that Keith has worked on was:
epiSTEMe – Effecting Principled Improvement in STEM Education: Student Engagement and Learning in Early Secondary-School Physical Science and Mathematics
[Read about the epiSTEMe project]
This project involved the development of four exemplar teaching modules in lower secondary science and mathematics topics, and an introductory module to prepare students to learn effectively form the teaching approach.
Keith Taber led on the development of a module for students c.11-12 years old working on electric circuits – a topic that research suggests is difficult to teach for conceptual understanding at this age.
The module was developed with public research funding, and so materials are made available here.
Pilot work developing the materials with project partner schools was considered productive, although field trials with teachers teaching the module for the first time, following limited professional development, suggested very mixed outcomes.
In terms of a test of understanding circuit principles, classes following the new module showed a wide spread of learning gains – much like those in a broadly comparable sample of classes not using the materials (see figure).
Though this was disappointing, it should be noted:
• The electricity module is infused with teaching about an aspect of the nature of science (related to modelling and analogies) which is integrated with the learning about circuits (so any learning here is additional to that measured in the tests);
• It is reasonable to assume that teachers using a new approach and new materials are unlikely to teach optimally the first time through.
[Read about the challenges of Experimental research into teaching innovations]
Given these two considerations, teachers may well wish to explore the epiSTEMe approach and materials with a view to trying them out in their own classes. However, it is sensible to consider that the field trial did not demonstrate strong advantages for employing the module for the first time. It is suggested that anyone considering teaching the module should first read the two published accounts:
Taber, K. S., Ruthven, K., Howe, C., Mercer, N., Riga, F., Hofmann, R., & Luthman, S. (2015). Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level: supporting personal learning about science and the nature of science. In E. de Silva (Ed.), Cases on Research-Based Teaching Methods in Science Education (pp. 122-156). Hershey, Pennsylvania: IGI Global. Taber et al. (2015). Research-informed teaching module about electrical circuits.pdf
Taber, K. S., Ruthven, K., Mercer, N., Riga, F., Luthman, S., & Hofmann, R. (2016). Developing teaching with an explicit focus on scientific thinking. School Science Review, 97(361), 75-84. Taber et al. (20216) Developing teaching with an explicit focus on scientific thinking. School Science Review.pdf
The following materials can be downloaded:
Notes for the teacher: Electricity Teacher Notes.pdf
Notes for the technician: Electricity Technician Notes.pdf
Presentation slides for teaching: Electricity Teaching Slides.ppt
Student workbook: Electricity Student Study Booklet.pdf
Optional homework tasks: Electricity Homework.pdf
Circuit domino templates at three levels of demand:
If you do try out this approach in your classes, we would be very interested to hear how you get on – perhaps comment below, or contact me.
