Working towards evidence based practice in science teaching and learning.

High performing international education systems integrate evidence based practice into their initial teacher education programmes (BERA-RSA 2014). An example of informal practitioner research is described and discussed to illustrate the value and drawbacks of this approach and how this evidence based approach might be beneficial to teaching and learning in science. A science subject knowledge module was taught to two different cohorts of intending science teachers using a Science in Society (socio-scientific) approach. The aim was to demonstrate strategies for facilitating the development of critical thinking and scientific literacy. The use of anonymous voting devices during sessions highlighted a polarisation of opinions amongst participants rather than a more considered or critical response to the scientific questions