Essential experiences in science: addressing the gap in primary enquiry-based practical science created by lockdown and aiding school recovery.

重点放在小学教育中出现的实用科学差距，我们将设计，完善和传播战略，使英国学校和组织能够提高弹性并应对封锁的影响。这包括与小学高年级和初中学生及其教师合作，为在大流行期间错过的学生重建动力。我们的策略旨在认识和解决弱势学生遇到的特殊压力和问题。认知洞察力课程框架支持数百名学校和初始教师教育从业者的研究（见www.epistemicinsight.com）。旨在提高教师在科学教育和行动研究方面的信心和专业知识，它总结了英国课程对科学探究和素养的期望，并提供了跟踪儿童进步的工具。伴随的资源和持续专业发展将这些目标和工具嵌入到实践科学活动，跨学科调查和现实世界的问题解决中。这些既定的工具和方法将用于发现最佳做法，并测试干预措施对儿童的探究技能，科学素养，科学资本，学术自我概念和学习态度的有效性。经验证的问卷将用于关注感兴趣的核心变量和前后调查的准实验研究（Gopalan等人，2020年）。我们描述并解释了基线数据中自然发生的变化，以及受试者作为自己对照的时间变化。由于干预措施将针对多种环境进行调整，我们使用线性多水平模型将这些差异作为随机因素进行建模（Goldstein，2003）。基于我们之前研究中确定的效应量，我们相信我们的目标样本量将足以检测感兴趣的效应量，即使我们面临适度的脱落。定性工作将分析调查意见，并对儿童、家长和教师进行访谈研究。Llakes工作文件（2020年）表明，自封锁以来，约有五分之一的学童没有接受正规教育，从而加剧了儿童教育中公认的不平等现象（Andrew等人，2020）和科学资本（Canovan和Fallon 2020）。科学实践工作的经验减少了，而且变化很大。当学校恢复时，许多儿童将继续缺乏科学探究，以满足减少或重新定向课程的需求以及设备使用方面的限制。然而，实用科学仍然是一个宝贵的目标，因为它具有无与伦比的力量来教授课程目标，并对学习态度，学术自我概念和科学资本产生积极影响。我们的项目将提供一个英国战略，通过以下方式帮助8-12岁的儿童及其家庭和教师：灵活、个性化的学校支持--学习活动可在学校和家庭之间转移，从而根据最近的指导意见，在当地封锁的情况下提高应变能力（教育部，2020年7月）.即时和长期效益-在教师、儿童和家长/照顾者之间建立更有效的伙伴关系，优先考虑弱势地区，向家长和教师提供支持，从而为儿童提供连贯一致的信息。因此，我们可以解决（i）最近由萨顿信托确定的问题：只有42%的英国家长对在家教育孩子感到有信心，（ii）教师无法访问外部CPD的问题：惠康的小学科学活动研究结果（2019）发现，只有49%有专门的释放时间，54%进行了外部CPD。

Focusing on gaps in practical science that have arisen in primary school education, we will design, refine and disseminate strategies to enable UK schools and organisations to increase resilience and counter the impacts of lockdown. This involves working with upper primary and lower secondary school students and their teachers to rebuild momentum for students who have missed out during the pandemic. Our strategies are designed to recognise and address the particular pressures and issues encountered by disadvantaged students. The Epistemic Insight Curriculum Framework underpins research by hundreds of practitioners in schools and Initial Teacher Education (see www.epistemicinsight.com). Designed to raise teacher confidence and expertise in science education and action research, it summarises UK curriculum expectations for scientific enquiry and literacy and provides tools to track children's progress. Accompanying resources and CPD embed these objectives and tools into hands-on science activities, cross-disciplinary investigations and real-world problem-solving. These established tools and methods will be used here to discover best practice and to test the efficacy of interventions on children's enquiry skills, scientific literacy, science capital, academic self-concept and attitudes to learning. Validated questionnaires will be used in quasi-experimental studies focusing on core variables of interest and pre-post surveys (Gopalan, et al., 2020). We describe and interpret naturally occurring variations in the baseline data and also changes over time where subjects act as their own controls. As the interventions will be tailored for multiple settings, we use linear multilevel models to model these differences as a random factor (Goldstein, 2003). Based on effect sizes established in our previous studies, we believe that our target sample sizes will be more than adequate to detect the effect sizes of interest, even if we face modest dropout. Qualitative work will analyse survey comments and interview studies with children, parents and teachers.The Llakes working paper (2020) indicates that around one fifth of school children have not engaged in formal education since lockdown, thus amplifying recognised inequalities in children's education (Andrew et al., 2020) and science capital (Canovan and Fallon 2020). Experiences of practical work in science have reduced and varied widely. When schools return, scientific enquiry will continue to be missing for many children to meet demands of reduced or redirected curriculum and constraints around equipment use. Yet practical science remains a cherished goal, due to its unmatched power to teach curriculum objectives and its positive impact on attitudes to learning, academic self-concept and science capital.Our project will deliver a UK strategy, helping children aged 8-12 and their families and teachers via:Flexible, personalised school support - with learning activities that transfer between school and home, thus increasing resilience in the event of local lockdowns in line with recent guidance (DfE, July 2020).Immediate and long-term benefits - by establishing more effective partnerships between teachers, children and parents/carers and by prioritising disadvantaged areas with support extending to parents as well as teachers, thus providing coherent and consistent messages for the child. Thus we can address (i) the issue identified recently by The Sutton Trust: only 42% of British parents feel confident about teaching their children at home and (ii) the issue of teachers unable to access external CPD: Wellcome's Primary Science campaign research findings (2019) found that only 49% have dedicated release time and 54% had undertaken external CPD.