Forming part of the ESRC’s Targeted Initiative on Mathematics and Science Education, the epiSTEMe project (effecting principled improvement in STEM education) seeks to develop a research-informed system of didactic principles to promote student attitudes and achievement at lower-secondary-school level. Covering mathematics and science, the project approach is to emphasize dialogic teaching methods (Alexander, 2004; Littleton & Howe, 2010) while also calling upon cognitive research into the development of reasoning. It began in 2008, will end in 2012, and comprises three main phases. The key activities for Phase 1 involved collaboration with teacher co-researchers from a small number of schools to devise a teaching intervention, which is grounded in four topic modules: a) forces and proportional relations (science); b) fractions, ratios and proportions (mathematics); c) electricity – electrical circuits (science); d) probability (mathematics). In Phase 2, the focus was upon classroom implementation by the teacher co-researchers, with results subject to controlled evaluation and modules refined. Phase 3 revolves around scaled-up implementation of the modules with a large sample of teachers who are new to the project, and controlled comparison with the established practices of a comparable group of teachers. 

This paper focuses on Phase 2 implementation of the forces and proportional relations module. The module is designed to occupy eleven 50-minute lessons (with an optional twelfth lesson), and has many features that differentiate it didactically from standard teaching at lower-secondary level. Unusually for this age band, the module uses mathematical representation to express key proportional relations, e.g. mass/volume with density, load/number of springs with stretching. This aspect of the module dovetails with parallel aspects of the fractions, ratios and proportions module, and although this is not essential, science and mathematics teachers are encouraged to co-ordinate their teaching should timetabling permit. At the same time, current and historical issues and practices are used to highlight the topic’s relevance to everyday life. Furthermore, the module employs an integrated series of small-group and whole-class activities, all of which emphasize the articulation, justification and resolution of contrasting viewpoints in a dialogic environment. The paper outlines how epiSTEMe’s didactic principles are embedded in classroom practice through, e.g., workshops with teachers, attractive resources for teachers and students, and a generic introductory module that hones dialogic skills before embarking on any of the topics. 

Alexander, R. (2004). Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogos. Littleton, K., & Howe, C. (2010). Educational dialogues: Understanding and promoting productive interaction. London: Routledge.