Study 2 Teacher Feedback: McGuigan, L., & Russell, T. (2018) Research to Support Understanding of Ev

The same pattern of overwhelmingly ‘strong agreement’ was associated with the view that the project helped teachers recognise the importance of pupils’ ideas as starting points for teaching and in relation to views about the project giving them new ideas for teaching science confirming the novelty of the practices created in the course of the project. [...] 2.2 Teachers’ ratings of how the project has influenced their teaching of Evolution and Inheritance Teachers were invited to respond by rating each of four statements associated with the helpfulness of the project to four aspects of their teaching: the teaching of evolution; the use of representations to teach evolution; their teaching of DNA and finally, their use of argumentation as a mode of wo. [...] Teachers’ ratings of the value of the project to their teaching of evolution and inheritance (n=12) Statement Mean rating The project has helped my teaching of evolution 1.8 The project has helped my use of argumentation as a mode of working scientifically 1.8 The project has helped my teaching of DNA 1.7 The project has helped my use of alternative representations when teaching evolution 1.6 3.0. [...] Teachers and pupils participating in the project 1.3 Evaluation approach 1.4 Aims of the questionnaire 2.0 Teachers’ responses to the closed (rating scale) questions 2.1 Ratings of the impact of the project on their science teaching generally Teachers (n=12) were invited to respond to a series of question in the form of four-point rating scales. [...] Teachers’ ratings of the value of the project to their teaching of evolution and inheritance (n=12) 3.0 Teachers’ qualitative views on the impact of project involvement on their practice 3.2 Use of novel representational strategies 3.3 Use of formative assessment strategies The project has introduced me to more of pupils’ misconceptions.