The references which follow, and which focus on studies undertaken within the UK primary sector, are arranged in three parts:
- Part 1: The project research base;
- Part 2: The primary science curriculum;
- Part 3: Primary teachers’ subject, curricular and pedagogical content knowledge.
Part 1: The project research base
Bennett, S.N., Wragg, E.C., Carré , C.G. and Carter, D.S.G. (1992) A longitudinal study of primary teachers’ perceived competence in, and concerns about, National Curriculum implementation. Research Papers in Education, 7(1), 53-78.
Carré, C. and Carter, D. (1990) Primary teachers’ self-perceptions concerning implementation of the National Curriculum for science in the UK. International Journal of Science Education, 12(4), 327-341.
Carré, C. and Carter, D. (1993) Primary teachers’ self-perceptions concerning implementation of the National Curriculum for science in the UK – revisited. International Journal of Science Education, 15(4), 457-470.
Lewthwaite, B. (2005) “The growth is there – but it’s not that evident, is it!”: a study in science delivery improvement. Journal of Science Teacher Education, 16(2), 121-139.
Lewthwaite, B. and Fisher, D. (2004) The application of a primary science delivery evaluation questionnaire. Research in Science Education, 34, 55-70.
Lewthwaite, B. and Fisher, D. (2005) The development and validation of a primary science curriculum delivery evaluation questionnaire. International Journal of Science Education, 27(5), 593-606.
Murphy, C., Beggs, J. and Russell, H. (2005) Primary horizons: starting out in science. London: Welcome Trust.
Pell, A. and Jarvis, T. (2003) Developing attitude to science education scales for use with primary teachers. International Journal of Science Education, 25(10), 1273-1295.
Wragg, E.C., Bennett, S.N. and Carré, C.G. (1989) Primary teachers and the National Curriculum. Research Papers in Education, 4(3), 17-37.
Part 2: The primary science curriculum
Black, P. (1995a) 1987-1995: The struggle to formulate a National Curriculum for science in England and Wales. Studies in Science Education, 26, 159-188.
Black, P. (1995b) Curriculum and assessment in science education: the policy interface. International Journal of Science Education, 17(4), 453-469.
Chapman, B. (1994) The overselling of science in the 1980s. In: R. Levinson (ed.) Teaching science. London: Routledge.
Cheung, K.C. and Taylor, R. (1991) Towards a humanistic constructivist model of science learning: changing perspectives and research implications. Curriculum Studies, 23(1), 21-40.
Donnelly, J. (1994) Policy and curricular change: modelling science in the National Curriculum for England and Wales. Studies in Science Education, 24, 101-128.
Donnelly, J. (2001) Contested terrain or unified project? The nature of science in the National Curriculum for England and Wales. International Journal of Science Education, 23(2), 181-195.
Driver, R. and Oldham, V. (1986) A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
Fortune, J., Peters, G. and Rawlinson-Winder, L. (1993) Science education in English and Welsh primary schools: a system study. Journal of Curriculum Studies, 25(4), 359-369.
Harlen, W. (1998) The last ten years; the next ten years. In: R. Sherrington (ed.) ASE guide to primary science education. Hatfield: ASE.
Hodson, D. and Prophet, R.B. (1994) Why the science curriculum changes: evolution or social control? In: R. Levinson (ed.) Teaching science. London: Routledge.
Jenkins, E.W. (1994) Public understanding of science and science education for action. Journal of Curriculum Studies, 26(6), 601-611.
Jenkins, E.W. (1995) Central policy and teacher response: scientific investigation in the National Curriculum of England and Wales. International Journal of Science Education, 17(4), 471-480.
Millar, R. (1996) Towards a science curriculum for public understanding. School Science Review, 77(280), 7-18.
Millar, R. (1997) Science education for democracy: what can the school curriculum achieve? In: R. Levinson and J. Thomas (eds.) Science today: problem or crisis? London: Routledge.
Millar, R. and Driver, R. (1987) Beyond process. Studies in Science Education, 14, 33-62.
Millar, R. and Osborne, J. (1998) Beyond 2000: science education for the future – a report with ten recommendations. London: King’s College.
Oakley, D. (1993) A National Curriculum for science. In: R. Sherrington (ed.) ASE science teachers’ handbook (primary). Trowbridge: Redwood.
Osborne, J. and Simon, S. (1996) Primary science: past and future directions. Studies in Science Education, 26, 99-147.
Quicke, J. (2001) The science curriculum and education for democracy in a risk society. Journal of Curriculum Studies, 33(1), 113-127.
Ritchie, R. (1996) Science in the National Curriculum. In: D. Coulby and S. Ward (eds.) The primary core curriculum: policy into practice. London: Cassell.
Russell, T., Qualter, A. and McGuigan, L. (1994) Evaluation of the implementation of science in the National Curriculum (Volume 1: Executive coverage and summary; Volume 2: Progression; Volume 3: Differentiation). London: SCAA.
Russell, T., Qualter, A. and McGuigan, L. (1995) Reflections on the implementation of National Curriculum science policy for the 5-14 age range: findings and interpretations from a national evaluation study in England. International Journal of Science Education, 17(4), 481-492.
Sharp, J.G. and Grace, M. (2004) Anecdote, opinion and whim: lessons in curriculum development from primary science education in England and Wales. Research papers in Education, 19(3), 293-321.
Swatton, P. (1990) Process and content in the National Science Curriculum. School Science Review, 72(259), 19-28.
Part 3: Primary teachers’ subject, curricular and pedagogical content knowledge
Appleton, K and Asoko, H. (1996) A case study of teacher’s progress toward using a constructivist view of learning to inform teaching in elementary science. Science Teacher Education, 80(2), 165-180.
Harlen, W. and Holroyd, C. (1997) Primary teachers’ understanding of concepts of science: impact on confidence and teaching. International Journal of Science Education, 19(1), 93-105.
Heywood, D. (2004) Curricular expertise. In: J. Sharp (ed.) Developing Primary Science. Exeter: Learning Matters.
Holroyd, C. and Harlen, W. (1996) Primary teachers’ confidence about teaching science and technology. Research Papers in Education, 11(3), 323-335.
Jarvis, T., Pell, A. and McKeon, F. (2003) Changes in primary teachers’ science knowledge and understanding during a two-year in-service programme. Research in Science and Technological Education, 21(1), 17-42.
Jarvis, T., McKeon, F., Coates, D. and Vause, J. (2001) Beyond generic mentoring: helping trainee teachers to teach primary science. Research in Science and Technological Education, 19(1), 5-23.
Kinder, K. and Harland, J. (1991) The impact of INSET: the case of primary science. Slough: NFER.
Kruger, C., Summers, M. and Pallacio, D. (1990) INSET for primary science in the National Curriculum in England and Wales: are the real needs of teachers perceived? Journal of Education for Teaching, 16(2), 133-146.
Lunn, S. (2002) ‘What we think we can safely say …’: primary teachers’ views of the nature of science. British Educational Research Journal, 28(5), 649-670.
Newton, D.P. and Newton, L.D. (2000) Do teachers support causal understanding through their discourse when teaching primary science? British Education Research Journal, 26(5), 599-613.
Parker, J. and Heywood, D. (2000) Exploring the relationship between subject knowledge and pedagogical content knowledge in primary teachers’ learning about forces. International Journal of Science Education, 22(1), 89-111.
Parker, J. and Spink, E. (1997) Becoming science teachers: an evaluation of the initial stages of primary teacher training. Assessment and Evaluation in Higher Education, 22(1), 17-31.
Poulson, L. (2001) Paradigm lost? Subject knowledge, primary teachers and education policy. British Journal of Education Studies, 49(1), 40-55.
Reid, I., Constable, H. and Griffiths, R. (eds.)(1994) Teacher education reform: current research. London: Paul Chapman.
Reynolds, M. (1999) Standards and professional practice: the TTA and Initial Teacher Training. British Journal of Educational Studies, 47(3), 247-260.
Richards, C., Harling, P. and Webb, D. (1998) A Key Stage 6 core curriculum? A critique of the National Curriculum for Initial Teacher Training. In: C. Richards, N. Simco and S. Twiselton (eds.) Primary teacher education: high status? high standards? London: Falmer.
Russell, T., Bell, D., McGuigan, L., Qualter, A., Quinn, J. and Schilling, M. (1992) Teachers’ conceptual understanding in science: needs and possibilities in the primary phase. Evaluation and Research in Primary Education, 6(2-3), 129-143.
Shulman, L. (1986) Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Summers, M. (1994) Science in the primary school: the problem of teachers’ curricular expertise. The Curriculum Journal, 5(2), 179-193.
Wilkin, M. (1996) Initial Teacher Training: the dialogue of ideology and culture. London: Falmer.