Visible thinking routines principles into practice: VT and placement learning in science teaching

Nicky Souter

Research output: Contribution to conferencePaperpeer-review


Inquiry lies at the heart of effective science education. Visible Thinking (VT) is one way of promoting such enquiry as it relies heavily on questioning. VT is further validated by contemporary curricular change in Scotland (CfE) in terms of promoting active and participatory learning styles. Following an introduction to VT principles science graduates were invited to incorporate VT approaches into placement learning. Student science teachers (23 Biology, 21 Chemistry, and 27 Physics) responded to a questionnaire on two occasions during the PGDE. A high response rate was recorded (c.85%) They identified incorporation of VT and other active learning approaches into their classroom practice; reported changes in VT use throughout the PGDE; reflected on an individual lesson involving a VT technique; and reflected on changes in their confidence in using VT approaches.
Qualitative and quantitative analysis of the questionnaires indicate positive uptake by the student science teachers, commitment to incorporating VT during the induction year and beyond as well as indicating positive aspects related to pedagogy and to promoting learning.
Original languageEnglish
Publication statusUnpublished - 24 Nov 2011
EventScottish Educational Research Association Conference 2011 - Stirling Highland Hotel, Stirling, United Kingdom
Duration: 24 Nov 201125 Nov 2011


ConferenceScottish Educational Research Association Conference 2011
Country/TerritoryUnited Kingdom
OtherEducational research in an age of austerity


  • visible thinking
  • initial teacher education
  • placement learning
  • science teaching

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