Evaluating Science Investigations at Ages 14–16: Dealing with anomalous results

Abstract

This research explores how six small groups of 14‐year‐old to 16‐year‐old pupils, from three schools, dealt with anomalous results when they evaluated science investigations over a 2‐year period. The pupils were observed, interviewed, and their written reports analysed to answer the main questions about their understanding, identification, and actions taken about anomalous results. The findings are explored and discussed in terms of expectations from conceptual knowledge; access to apparatus, time, and assessment constraints in school science; and the cognitive and epistemological frameworks used. Conclusions are that pupils can identify anomalous results from patterns in tables or graph lines of best fit but take little practical action about them as they use everyday or “engineering” frameworks instead of authentic scientific approaches. The implications for management and teaching, for assessment policy, and the curriculum model adopted are suggested, as are the implications for further research and development in teaching investigative science.

Keywords:

• Anomalous Results
• Science Investigtations
• Teaching Investigative Science