Perspectives on Education

The 'Perspectives on Education' series is designed to provide education professionals with a selection of accessible and authoritative pieces of writing centred on current issues in UK science education. The intention is to stimulate wider discussion and debate on these key issues by policy makers, academics and practitioners alike.

Each report features two or more authors giving evidenced perspectives on a particular issue, and overarching messages for further policy development are identified.

Inquiry-based learning

In the latest report in the series, four authors explore the topic of inquiry-based learning from their perspectives as a researcher, a policy maker, an international education expert and a teacher. In recent years, inquiry-based learning has attracted much attention and debate in the UK, with government bodies supporting its use. What is its role in an inspiring education, and what are its boundaries and limitations?

The authors are: Dr Jim Ryder, Reader in Science Education, University of Leeds; Professor Pierre Léna, Emeritus Professor, Université Paris Diderot; Dr Sue Horner, Former Director of Curriculum, Qualifications and Curriculum Authority; and Neil Dixon, Teacher of Chemistry, South Bromsgrove Community School.

Download report [PDF 831KB]

Previous issues


	Primary-secondary Transfer in Science In the second report in the series, leading experts in primary-secondary transfer issues look at the dips in attitudes and attainment often associated with the move from primary to secondary school, their particular relevance to science education, and what improvements are being made to better support students through this transition. The authors are Professor Maurice Galton (Cambridge University), Martin Braund (University of York) and Anne Diack (Commission for Architecture and the Built Environment, formerly from the DCSF Innovation Unit). Download report [PDF 448KB]

	Primary Science In the first report in the series, Wynne Harlen of the University of Bristol and Peter Tymms and colleagues from the University of Durham take a historical look at primary science in England over the 20th century. They give their views on its place in the National Curriculum and on the causes and implications of trends in attainment, attitudes and teaching approaches. Download report [PDF 456KB]