Further Reflections on the Teaching Meeting

It was an interesting and rewarding experience to be part of the conference and I’m grateful to have had the opportunity. Apart from Early Years (0 – 8) I am very interested in multi-agency working and the 2 days provided a unique opportunity to engage in a multi-disciplinary group as participant and observer. The followingContinue reading “Further Reflections on the Teaching Meeting”

Cool for School: A Grossetestian framework for teaching scientific knowledge and how science works

Nowadays teachers are expected to have clearly defined learning objectives for every lesson, but more fundamentally it must be definedwhat the overall aims of education should be. These seem to cluter around the acquisition of firstly a broad and in-depth knowledge base across the disciplines, and secondly of procedural skills that enable students to criticallyContinue reading “Cool for School: A Grossetestian framework for teaching scientific knowledge and how science works”

How Grosseteste could help in conveying a ‘grasp of scientific practice’

In recent years science education has moved progressively further away from teaching students scientific facts towards conveying an understanding of how science works, or of the Nature of Science (NOS). One attempt in this respect has been to define a set of necessary and sufficient criteria that distinguish good from bad scientific inquiry, and toContinue reading “How Grosseteste could help in conveying a ‘grasp of scientific practice’”

Workshop 2: Medieval Science and the Modern Curriculum – Part 2

One of the bedrock principles of the Durham Grosseteste Project is the activity of collaborative reading. It sounds simple, and it many respects it is, but sitting together, to read through a text, slowly and thoughtfully, creates the environment in which exciting and imaginative ideas for research take shape and evolve. All present are ableContinue reading “Workshop 2: Medieval Science and the Modern Curriculum – Part 2”

The educational strand – ideas from the student perspective

When I first read about the idea of linking the Ordered Universe Project to education, I was fascinated by the parallel drawn between knowledge development across time, within the individual on the one hand and in the history of science on the other. It seems to me to be an intriguing suggestion that there mayContinue reading “The educational strand – ideas from the student perspective”