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Developing a justice-oriented science teaching approach for primary schools.
The Primary Science Capital Teaching Approach (PSCTA): Teacher Handbook
- PSCTA teacher handbook (PDF)
- Embed the approach within your teacher education courses - Infographic (PDF)
- Impact of PSCTA - Infographic (PDF)
Handbook translated into other languages
The Primary Science Capital Project was a three year long (2019-22) applied action research – where we worked in partnership with teachers and teacher educators to develop a science capital informed pedagogical approach for use in primary schools, from Reception to Year 6.
This project was funded by Primary Science Teaching Trust (PSTT) and Ogden Trust.
- Team
- Professor Louise Archer – Principal Investigator
- Dr Heather King – Co-investigator (King’s College London)
- Meghna Nag Chowdhuri – Project researcher
- Research and Goals
Our research questions included:
- How can the principles of the secondary Science Capital Teaching Approach translate to the primary sector?
- What are the challenges and issues in implementation?
- How do these vary between teachers, different types of school/ pupil populations (e.g. SES, ethnicity) and by key stage?
- What are the impacts and effects of implementation of the approach across the sample on children and teachers?
Impact of the project:
- Supported primary teachers to develop new skills to build their confidence and competence in science teaching from a social justice lens
- Identified the ways in which teachers can better support children’s engagement with science thus contributing to both improved public scientific literacy and addressing the future STEM skills gap.
- Accredited 16 trainers to cascade the approach across the UK
- Methodology
The project comprised of two phases:
Phase 1 (2019 - 20)
Development of the Primary Science Capital Teaching Approach using action research:
- 10 Teacher fellows and academic partners met regularly to feedback, test, amend and refine pedagogical principles and materials of the secondary-focused Science Capital Teaching Approach
- Researchers supported fellows to research their own practice and conduct additional data collection to both ensure consistent baseline data and support the project’s knowledge-development
- Refined the existing science capital measure and make appropriate versions for primary pupils
Phase 2 (2020 -21)
- Qualitative and quantitative research was conducted to understand the implementation of the Primary Science Capital Teaching Approach
- The Approach's impact was assessed by following the fellows as they cascaded the Approach to their colleagues, with an emphasis on how best to retain fidelity to the evidence-based practice
- Dissemination of the approach
To disseminate, scale and embed the primary science capital teaching approach (PSCTA), we offered two training courses (2021-22):
- A 9-month accredited training course (offered virtually) enabled participants to develop an in-depth understanding of the PSCTA and become proficient in cascading it to others. The aim of the course was to establish a national network of high-quality regional coordinators, who will be able to cascade the approach and support teachers in their area to understand and use the PSCTA in their practice.
- A 5-month course was offered to science subject leads. This virtual course enabled participants to develop an understanding of the PSCTA and apply the approach within their own practice.
- Meet the trainers
The following accredited trainers have successfully completed the 9-month accredited trainer course, which was a direct training conducted by the researchers to develop an in-depth understanding of the PSCTA approach. Below, is the list of the successful trainers:
- Alex Farrer
- Alison Trew
- Amy Strachan
- Bryony Turford
- Carol Sampey
- Claire Loizos
- Doug Ashton
- Emily Royall
- Graham Wigley
- Hayley Sherrard
- Jenny Watson
- Jo Moore
- Jo Montgomery
- Katharine Pemberton
- Kulvinder Johal
- Lorraine Coghill
- Paul Tyler
- Ruth Shallcross
- Scott Walker
- Tracy Tyrell