Teaching investigative science: preliminary theorizing from the shared reflections of teachers

Abstract

Little is known about the classroom practice of British teachers teaching investigative science, other than the problematic implementation of assessment demands since around 1990. In this paper some preliminary theory is formed from the shared reflections of some Scottish teachers at a symposium on the teaching of investigative science. Three different ways of integrating investigations into their teaching were apparent: they could be added on as a separate whole class exercise, added in through rewriting activities investigatively and supported as they arose ad hoc from pupils. Other emergent insights into teacher thinking are developed and discussed and some connections made with relevant literature. Teacher involvement, teacher and beginner knowledge, pupil knowledge base, level of investigation and resource management are examples of implicit concepts which begin to constitute a basis for fuller understanding and exploration of the teaching context of investigations in science.