The Level 3 Extended Project: The Perspectives on Science Model

1. The Level 3 Extended Project:The Perspectives on Science Model Dr John L. Taylor Director of Critical Skills, Rugby School Chief Examiner, Edexcel Project Qualifications Director, Perspectives on Science Project jlt@rugbyschool.net

2. An Example of an Extended Project Programme: Perspectives on Science(PoS) A Project course in History, Philosophy and Ethics of Science From 2004 – 2008 a free-standing pilot AS qualification Evaluated in 2008 by Levinson et al, Institute of Education A prototype for the extended project dissertation 2009: PoS style resources developed for other types of EP

3. Sample titles from the 2006 cohort “Can the Kyoto Protocol be defended using a philosophical and ethical approach?” “Should the UK’s Law on Abortion be changed?” “Is there a life after death?” “Is Schizophrenia Genetic?” “Should the amount of funding in Autism Research be raised to the amount received by Cancer Research?” “Are Darwinism and Marxism Related?”

4. Course Structure

5. Timetabling Models One year One term of skills acquisition/ research proposals One term of research/ presentation training Assessment around Easter Two year One year for introductory phase, Research Proposal development after AS modules Two terms for research. Assessment around Easter Extension One year or two on reduced teaching time. This can be either a compressed full course or in some cases straight into research with skills phase left up to the student. Only recommended with the most able students with relevant prior subject knowledge.

6. Teaching Research Skills

7. Teaching Thinking Skills

8. Developing Ethical Reasoning

9. Facilitating research “Better a guide at the side than a sage on the stage” Supervising the research process and rewarding initiative

10. The Project Proposal • Student’s choice of research question • A rationale for the project • An identification of areas of research to be addressed • Plan of activities

11. Research Fields • The origins of the universe • The human mind • The beginning and ending of life • The mechanistic universe • Genetics • Animal welfare • Scientific revolutions

12. Scrutinizing Project Proposals “The most intellectually satisfying and successful projects are those which are interesting, feasible, sustaining and focused. Students should be explicitly taught by example what distinguishes a good research question from a poor one.” Levinson et al (2008), p31

13. Project Development Structure • Abstract • Introduction • Research Review • Discussion / Development • Conclusion / Evaluation

14. Presentation of the Project • Building confidence • Ensuring authenticity • Celebrating success

15. A Joy to Teach.. “I am really enthusiastic about the course. I think it’s probably the most enjoyable teaching I’ve ever done in my whole teaching career. I think it’s because for once the students and I are actually exploring knowledge, for the love of exploring knowledge, rather than trying to prove that Ohm’s Law is still Ohm’s Law. “ PoS Pilot teacher, quoted in Levinson et al (2008) A Research Study of the Perspectives on Science AS-level Course, p29

16. Shaping aspiration Hugh completed his Perspectives on Science Dissertation on the mind/body problem in May 06. His work led him to explore the overlap between science and philosophy. In Feb 09 he wrote, “I'm currently studying Neuroscience at King's in London and this year have started a module called ''Neuroscience and The Mind'' which is also bridging the gap between science and philosophy. To tell you the truth I am loving it!! And I'm also doing quite well in it…”

17. Preparation for HE “Part of my coursework was sent with my Oxbridge application and I think it was a strength of my application...Philosophical discussions of both Kuhn and Marx formed a large part of my interviews and I was prepared for the rigorous debate by the Perspectives on Science course. Not only do I believe that the course aided my application, but now that I am at Cambridge I genuinely feel that Perspectives opened up new spheres of inquiry and angles of approach which I would not necessarily have explored otherwise.” Jess (PoS student 2004 – 2006. Jess has now switched to study HPS at Cambridge)

18. Building Confidence "Perspectives on Science (POS) and the Extended Project (EP) allowed me to develop a variety of skills which are now helping me with my studies at university.  Doing the POS/EP gave me the necessary skills for researching topics and producing extended essays and dissertations.  In addition, it has given me much more confidence when doing presentations and when I am involved in discussions groups and in tutorials.  I have appreciated that points of view should be based upon evidence rather than unsubstantiated ideas. The skills given to me by the POS/EP are of great benefit to me given the nature of some of the modules in my degree.  I am really pleased that I had the opportunity to practise these skills before I came to university." (Michael, now studying Law and Economics at Leicester)

20. The Level 3 Extended Project:The Perspectives on Science Model Contact for Training / Further Information: Dr John L. Taylor Director of Critical Skills, Rugby School Chief Examiner, Edexcel Project Qualifications Director, Perspectives on Science Project jlt@rugbyschool.net Resource Link http://www.heinemann.co.uk/Series/Secondary/PerspectivesonScience/PerspectivesonScience.aspx Photos courtesy of the Welcome Trust