The Level 3 Extended Project: The Perspectives on Science Model

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The Level 3 Extended ProjectThe 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_at_rugbyschool.net

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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

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Sample titles from the 2006 cohort
Can the Kyoto Protocol be defended using a
philosophical and ethical approach? Should the
UKs 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?
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Course Structure
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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.

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Teaching Research Skills
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Teaching Thinking Skills
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Developing Ethical Reasoning
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Facilitating research
Better a guide at the side than a sage on the
stage

• Supervising the research process and rewarding
  initiative

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• The Project Proposal
• Students choice of research question
• A rationale for the project
• An identification of areas of research to be
  addressed
• Plan of activities

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Research Fields

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

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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
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Project Development

• Structure
• Abstract
• Introduction
• Research Review
• Discussion / Development
• Conclusion / Evaluation

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Presentation of the Project

• Building confidence
• Ensuring authenticity
• Celebrating success

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

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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  
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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)

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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)

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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_at_rugbyschool.net Resource
Link http//www.heinemann.co.uk/Series/Secondary/P
erspectivesonScience/PerspectivesonScience.aspx P
hotos courtesy of the Welcome Trust