Teacher experience of a pandemic science intervention rooted in epistemic insight
Authors/Creators
- 1. Canterbury Christ Church University
- 2. University of Roehampton
- 3. University of Hull
Description
The COVID-19 pandemic greatly reduced students’ capacities to engage in hands-on
‘enquiry’ science. But even before the pandemic, teachers and researchers were questioning the
value and purpose of practical science. This article describes a project that imagined and then tested
two answers. It imagined that the answer is to give every child their own unique experience of working
scientifically. And it imagined that the answer is to help students to understand the role of science
in helping humanity to ask and explore ‘big questions’ that bridge science, religion and the wider
humanities – and so stretch across more than one subject discipline in school. The data analysed
focuses on teachers’ accounts of their experiences co-creating and delivering the project.