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What
is the ConCISE Project?
What
are its aims?
What
strategy is used?
What
are the important features?
Partner
organisations
How
do people respond?
How
do teachers use them?
Contact
Details
What is the ConCISE
Project?
- A package of
INSET for teachers which includes classroom materials and teacher
support material (The
Shop)
- Based on the
innovative Concept Cartoon strategy
- Initially targeted
schools in England and Wales then extended to include Scotland
and Northern Ireland
- Translated into
Welsh for Welsh-medium schools (Concept Cartoons™ Around the World)
- Launched in 2000, ended in 2004
- Directed by Brenda Keogh and Stuart
Naylor
What are its
aims?
- To enhance classroom
practice in science
- To improve teacher
effectiveness in science
- To improve motivation
of learners in science in Key Stages 2 and 3
What strategy
is used?
- LEA advisers
and advisory teachers involved through Regional Training Conferences
- LEA advisory
staff have training, guidance and a pack of INSET material to enable
them to offer high quality INSET for teachers in their LEAs
- Experienced INSET
providers also available
- Teachers have
access to INSET on how to use the concept cartoon approach to improve
teaching, learning and assessment
- Teachers get
a set of 12 x A3 posters and a book with 120 photocopiable Concept Cartoons™ at minimal cost
- INSET targets
Key Stage 2 and 3 teachers, and Science Questions books (Hodder Children's
Books, 2000) also makes the INSET suitable for Key Stage 1 teachers
(The
Shop)
What are the
important features?
- LEA advisory
staff involved at all stages, since coordination and effective targeting
only occurs with the commitment of LEA personnel
- Teachers have
access to high quality classroom materials and INSET in how to use
the materials effectively
- Providing INSET
at twilight times minimises the need for supply cover and maximises
the number of schools that can be involved
- Classroom materials
relate to the National Curriculum for England and Wales but use a
stimulating and motivating approach to teaching and learning
- Using the materials
can help to redefine the roles of teacher and pupils without requiring
major philosophical shift on the part of the teacher
- Close partnership
between industry, professional organisations and higher education
Partner organisations
How do people
respond?
How do teachers
use them?
- finding out
the learner's ideas
- systematic assessment
- challenging and
developing the learner's ideas
- illustrating
alternative viewpoints
- as a stimulus
for discussion
- helping learners
to ask their own questions
- as a starting
point for enquiry and investigation
- motivating learners
- as an opportunity
for learners to apply their ideas in new situations
- linking scientific
theory with real-world situations
- promoting language
and literacy learning
- providing differentiated
learning experiences
- providing extension
or consolidation activities
- as a summary
of a topic or revision of previously learned topics
- outside lesson
time - eg homework, science club activity
- promoting public
access to science - eg parents' open day
More details on
how they can be used are in S. Naylor & B. Keogh (2000) Concept Cartoons In Science Education. Millgate House Publishers.
Find out more
Included as part of the AstraZeneca
Science Teaching Trust professional development support web
site.
Contact Details
Research into argumentation
using Concept Cartoons™ as a stimulus
As part of the
project Brigid Downing has been conducting PhD research into argumentation,
using Concept Cartoons as a stimulus. Contact details
are:
Bea Downing
Institute of Education
Manchester Metropolitan University
799 Wilmslow Road
Manchester
M20 2RR, UK
b.downing@mmu.ac.uk
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