This area of work seeks to employ insights from the domains of historical, philosophical and policy studies to examine and critique the many reforms which currently impinge on the science curriculum.
- National Survey on Innovation in Science Enquiry
- Mathematics & ICT, curriculum and assessment [PDF:1.4MB]
- Developing curriculum pathways in mathematics – phase one
- GCSE 21st Century Science: comparisons of participation and attainment in post-compulsory science
The principal aim of the Twenty First Century Science (21CS) suite of GCSE specifications is to address the dual goals of enhancing the school science experiences of those students who do not pursue post-compulsory science courses whilst also providing an appropriate foundation for further science study.
- Interests and Recruitment in Science (IRIS)
The IRIS project is one of a network of six projects around Europe examining the factors influencing recruitment, retention and gender equity in science, technology and mathematics higher education.
- Enactment and Impact of Science Education Reform (EISER)
This study examines school responses to this major curriculum reform. A particular focus is teacher enactment of the science curriculum in the classroom.
- Evaluation of Take-up of Science GCSEs
This project will evaluate the uptake of the range of 2006 GCSE science specifications, investigate the reasons behind the choices that schools have made, and gather initial impressions of these new courses within schools.
- 21st Century Science Evaluation: Students’ understandings of science explanations and ideas-about-science
This evaluation project is focusing on the Core 21st Century Science course whose central aims are to equip students with a deep understanding of key Science Explanations and an understanding of certain Ideas-about-Science.
- National Survey on Innovation in Science Enquiry
This project, which ran from March to June, 2005, gathered information about the full range of innovative uses of enquiry in the teaching of science across England, Northern Ireland, Scotland and Wales for the previous five years.
- Pathways in Mathematics 14-19, Phase 2
The Mathematics Education team at Leeds, through the two Pathways projects, has had a major involvement at national level in the reform of the mathematics curriculum and its assessment for 14-19 year-olds in England and Wales.
- Evaluation of the Salters-Nuffield Advanced Biology Project (SNAB): implementation in the classroom
The Salters-Nuffield Advanced Biology course (SNAB) is a new biology A level designed to encourage active, student centred learning. This independent, in depth evaluation of its implementation was commissioned during the pilot phase of development.
- Instrumentation Symposium
Instrumentation’ refers to the transformation of an artefact into a tool for doing mathematics. It is used to describe largely French mathematics education research which looks at ‘instrumental genesis’ and the dialectics between conceptual and technical work in mathematics.
- The Relevance of Science Education Project (ROSE)
The Relevance of Science Education Project (ROSE) is an international project, involving over thirty countries, based at the University of Oslo in Norway under the leadership of Professor Svein Sjøberg.
- Creating Applied Science in Schools
The aim of this 3-year ESRC research project is to evaluate the meaning, impact and significance of the GCSE in Applied Science course – one of the new suite of GCSEs in vocational subjects.
- Students’ Experience of Undergraduate Mathematics
This joint, longitudinal, three-year study examined the progress and attitudes of a cohort of undergraduate mathematics students in two English universities.
- Graphic calculator use in Leeds LEA school: fragments of practice
This paper reports on the distribution of graphic calculators use over the whole secondary school population in a Local Education Authority.
- Change and Continuity in Science Teachers’ Work
The focus of this project was the influences, intellectual, material and institutional, on teachers’ practice. It placed particular emphasis on a comparison between history and science in the school curriculum, and also studied the impact on science teachers’ work of the National Curriculum.
- An Investigation of the Performance of English pupils in the Third International Mathematics and Science Study (TIMSS)
Members of the CSSME worked on a project to assess the performance of English pupils (of roughly nine and thirteen years of age) in mathematics and science in an international survey (TIMSS), which took place in 1995.
- The Implementation of the National Curriculum
This project, which ran from 1993 to 1995, studied the implementation of the National Curriculum for science, with a particular focus on the compulsory place of so-called investigations in the approach which teachers were required to use.
- The Implementation of Practical Assessment in the GCSE
This project, which studied the implementation of the policy of assessing pupils’ laboratory work within the GCSE examination, ran from 1990-92 and involved over 100 interviews with teachers and the deployment of a national questionnaire.