1,192
Views
21
CrossRef citations to date
0
Altmetric
RESEARCH REPORT

Student Experiences of Carrying out a Practical Science Investigation Under Direction

&
Pages 1201-1228 | Published online: 22 May 2008

References

  • Adelman , C. , Kemmis , S. and Jenkins , D. 1980 . “ Rethinking case study: Notes from the Second Cambridge Conference ” . In Towards a science of the singular , Edited by: Simons , H. 45 – 61 . East Anglia, , UK : Centre for Applied Research in Education, University of East Anglia .
  • American Association for the Advancement of Science . 1990 . Science for all Americans , New York : Oxford University Press .
  • Anderson , L.W. and Krathwohl , D. , eds. 2001 . A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives , New York : Longman .
  • Atkin , J.M. and Black , P. 2003 . Inside science education reform: A history of curricular and policy change , New York : Teachers College Press .
  • Barnett , J. and Hodson , D. 2001 . Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know . Science Education , 85 (4) : 426 – 453 .
  • Bell , B. 2005 . Pedagogies developed in the Learning in Science Projects and related theses . International Journal of Science Education , 27 (2) : 159 – 182 .
  • Bell , B. and Cowie , B. 2001 . Formative assessment in science , Dordrecht : Kluwer .
  • Bell , B. , Jones , A. and Carr , M. 1995 . The development of the recent national New Zealand science curriculum . Studies in Science Education , 26 : 73 – 105 .
  • Bell , J. 1999 . Doing your research project , Berkshire, , UK : Open University Press .
  • Berry , A. , Mulhall , P. , Gunstone , R. and Loughran , J. 1999 . Helping students learn from laboratory work . Australian Science Teachers’ Journal , 45 (1) : 27 – 31 .
  • Bishop , R. 1997 . Interviewing as collaborative storying . Education Research and Perspectives , 24 (1) : 28 – 47 .
  • Bishop , R. and Glynn , T. 1999 . Culture counts: Changing power relations in education , Palmerston North, , New Zealand : Dunmore .
  • Black , P. 2001 . Dreams, strategies and systems: portraits of assessment past, present and future . Assessment in Education , 8 (1) : 65 – 85 .
  • Black , P. 2003 . Report to the Qualifications Development Group Ministry of Education, New Zealand on the proposals for development of the National Certificate of Educational Achievement Retrieved March 14, 2003 from http://www.minedu.govt.nz/index.cfmquest;layout=document&documentid=5591&data=l
  • Black , P. and Wiliam , D. 1998 . Assessment and classroom learning . Assessment in Education , 5 (1) : 7 – 74 .
  • Bloom , B. , Englehart , M. , Furst , E. , Hill , W. and Krathwohl , D. 1956 . “ Taxonomy of educational objectives: The classification of educational goals ” . In Handbook I: Cognitive domain , New York : Longmans Green .
  • Brookhart , S.M. and Bronowicz , D.L. 2003 . ‘I don’t like writing. It makes my fingers hurt’: Students talk about their classroom assessments . Assessment in Education , 10 (2) : 221 – 242 .
  • Brophy , J. 1999 . Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities . Educational Psychologist , 34 : 75 – 85 .
  • Carr , M. , McGee , C. , Jones , A. , McKinley , E. , Bell , B. , Barr , H. and Simpson , T. 2001 . The effects of curricula and assessment on pedagogical approaches and on educational outcomes Retrieved March 14, 2003, from http://www.minedu.govt.nz/index.cfmquest;layout=document&documentid=5610&data=l
  • Chin , C. and Kayalvizhi , G. 2002 . Posing problems for open investigations: What questions do students askquest; . Research in Science & Technological Education , 20 (2) : 269 – 287 .
  • Clarke , S. 2001 . Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom , London : Hodder & Stoughton .
  • Collins , N. 2004 . Scientific research and school students . School Science Review , 85 (312) : 77 – 86 .
  • Cooper , B. , Hume , A. and Abbott , G. 2002 . Year 11 science. NCEA level 1 workbook , Hamilton, , New Zealand : ABA Books .
  • Crooks , T. 2002 . Educational assessment in New Zealand schools . Assessment in Education , 9 (2) : 237 – 253 .
  • Deboer , G. 2002 . Student‐centred teaching in a standards‐based world: Finding a sensible balance . Science & Education , 11 : 405 – 417 .
  • Driver , R. , Leach , J. , Millar , R. and Scott , P. 1996 . Young people’s images of science , Buckingham, , UK : Open University Press .
  • Duggan , S. and Gott , R. 1995 . The place of investigations in practical work in the UK National Curriculum for Science . International Journal of Science Education , 17 (2) : 137 – 147 .
  • Duggan , S. and Gott , R. 2002 . What sort of science education do we really needquest; . International Journal of Science Education , 24 (7) : 661 – 680 .
  • Duschl , R.A. and Hamilton , R.J. 1998 . “ Conceptual change in science and in the learning of science ” . In International handbook of science education , Edited by: Fraser , B.J. and Tobin , K.G. 1047 – 1065 . Dordrecht : Kluwer .
  • English , C. and Wood , R. 1997 . “ The doing of science: A redefinition of procedural knowledge ” . In Developing the science curriculum in Aotearoa New Zealand , Edited by: Bell , B. and Baker , R. 67 – 80 . Auckland, , New Zealand : Longman .
  • English , E. 1997 . The interpretation of the curriculum. Is it all a matter of serendipityquest; . New Zealand Science Teacher , 85 : 27 – 33 .
  • Erikson , F. 1998 . “ Qualitative research methods for science education ” . In International handbook of science education , Edited by: Fraser , B.J. and Tobin , K.G. 1155 – 1174 . Dordrecht : Kluwer .
  • Garnett , P.J. and Garnett , P. J. 1995 . Refocussing the chemistry lab: A case for laboratory‐based investigations . Australian Science Teachers’ Journal , 41 (2) : 26 – 34 .
  • Goetz , J. , Preissle , J. and LeCompte , M.D. 1984 . Ethnography and qualitative design in educational research , Orlando, Fl : Academic Press .
  • Gott , R. , Duggan , S. and Johnson , P. 1999 . What do practising applied scientists do and what are the implications for science educationquest; . Research in Science and Technological Education , 17 (1) : 97 – 107 .
  • Guba , E. and Lincoln , Y. 1989 . Fourth generation evaluation , Newbury Park, CA : Sage .
  • Haigh , M. 2003 . ‘Miss, miss, I’m thinking, I’m thinking’: Fostering creativity through science education . New Zealand Science Teacher , 105 : 8 – 10 .
  • Haigh , M. 2001 . Supporting student investigations . New Zealand Science Teacher , 96 : 39 – 41 .
  • Haigh , M. , France , B. and Forret , M. 2005 . Is ‘doing science’ in New Zealand classrooms an expression of scientific inquiryquest; . International Journal of Science Education , 27 (2) : 215 – 226 .
  • Hannay , B. , Howison , P. and Sayes , M. 2002 . Year 11 Science. Study guide. NCEA Level 1 edition , Auckland : ESA Publications .
  • Hargreaves , A. and Fullan , M.G. , eds. 1992 . Understanding teacher development , London : Cassell .
  • Harlen , W. 1999 . Purposes and procedures for assessing science process skills . Assessment in Education , 6 (1) : 129 – 144 .
  • Harlen , W. 1998 . “ The last 10 years: The next 10 years ” . In ASE guide to primary science education , Edited by: Sherrington , R. 23 – 33 . Cheltenham, , UK : Stanley Thornes for the Association for Science Education .
  • Harlen , W. and Crick , R.D. 2003 . Testing and motivation for learning . Assessment in Education , 10 (2) : 169 – 207 .
  • Hart , C. , Mulhall , P. , Berry , A. , Loughran , J. and Gunstone , R. 2000 . What is the purpose of this experimentquest; Or can students learn something from doing experimentsquest; . Journal of Research in Science Teaching , 37 (7) : 655 – 675 .
  • Hipkins , R. . Shifting balances: A study of the impact of assessment for qualifications on classroom teaching . Paper presented at the annual conference of the Australasian Science Education Association . Armidale, Australia. July ,
  • Hipkins , R. , Vaughan , K. , Beals , F. and Ferral , H. 2004 . Learning curves: meeting student learning needs in an evolving qualifications regime. Shared pathways and multiple tracks: a second report , Wellington, , New Zealand : New Zealand Council for Educational research .
  • Hipkins , R. , Barker , M. and Bolstad , R. 2005 . Teaching the ‘nature of science’: Modest adaptations or radical reconceptionsquest; . International Journal of Science Education , 27 (2) : 243 – 254 .
  • Hipkins , R. , Bolstad , R. , Baker , R. , Jones , A. , Barker , M.; , Bell , B. , Coll , R. , Cooper , B. , Forret , M. , Harlow , A. , Taylor , I. , France , B. and Haigh , M. 2001 . Curriculum, learning and effective pedagogy: A literature review in science education , Wellington, , New Zealand : Ministry of Education .
  • Hipkins , R. and Booker , F. 2002 . You can’t investigate in a vacuum . SET: Research Information for Teachers , 3 : 22 – 26 . Hipkins, R., Vaughan, K., Beals, F., & Ferral, H. (2004) Learning curves: Meeting student learning needs in an evolving qualifications regime. Shared pathways and multiple tracks: A second report. (Wellington, New Zealand: New Zealand Council for Educational Research
  • Hodson , D. 1992 . Assessment of practical work: Some considerations in philosophy of science . Science & Education , 1 : 115 – 144 .
  • Hodson , D. 1996 . Laboratory work as scientific method: Three decades of confusion and distortion . Journal of Curriculum Studies , 28 (2) : 115 – 135 .
  • Hughes , P. 2004 . Mainstream chemical research in school science . School Science Review , 85 (312) : 71 – 76 .
  • Hofstein , A. and Lunetta , V. 2003 . The laboratory in science education: Foundations for the twenty‐first century . Science Education , 88 (1) : 28 – 54 .
  • Hurd , P. 1997 . Scientific literacy: New minds for a changing world . Science Education , 82 (3) : 407 – 416 .
  • Jenkin , J. 2002 . The drive for scientific literacy . School Science Review , 83 (304) : 21 – 25 .
  • Jenkins , W.J. 1996 . The ‘nature of science’ as a curriculum component . Journal of Curriculum Studies , 28 (2) : 137 – 150 .
  • Jones , A. and Baker , R. 2005 . Curriculum, learning and effective pedagogy in science education for New Zealand: Introduction to special issue . International Journal of Science Education , 27 (2) : 131 – 143 .
  • Keeves , J.P. 1998 . “ Methods and processes in research in science education ” . In International handbook of science education , Edited by: Fraser , B. and Tobin , K. 1127 – 1153 . Dordrecht : Kluwer .
  • Keiler , L.S. and Woolnough , B.E. 2002 . Practical work in school science: The dominance of assessment . School Science Review , 83 (304) : 83 – 88 .
  • Leach , J. and Scott , P. 2003 . Individual and sociocultural views of learning in science education . Science & Education , 12 : 91 – 113 .
  • Lederman , N. G. 1999 . Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship . Journal of Research in Science Teaching , 36 (8) : 916 – 929 .
  • Luft , J. 1999 . Challenging myths. Questioning common myths about science education . The Science Teacher , 66 (4) : 40 – 43 .
  • Mayer , V. and Kumano , Y. 1999 . The role of system science in future school science curricula . Studies in Science Education , 34 : 71 – 91 .
  • McDonald , B. and Boud , D. 2003 . The impact of self‐assessment on achievement: the effects of self‐assessment training on performance in external examinations . Assessment in Education , 10 (2) : 209 – 220 .
  • McGee , C. and Penlington , C. 2001a . Research on learning, curriculum and teachers’ roles. Report 2: Teacher‐student interaction , Hamilton, , New Zealand : Waikato Institute for Research in Learning and Curriculum, University of Waikato .
  • McGee , C. and Penlington , C. 2001b . Research on learning, curriculum and teachers’ roles. Report 3: The classroom curriculum , Hamilton, , New Zealand : Waikato Institute for Research in Learning and Curriculum, University of Waikato .
  • Millar , R. and Osborne , J. , eds. 1998 . “ Beyond 2000 ” . In Science education for the future , London : King’s College London .
  • Ministry of Education . 1993 . Science in the New Zealand curriculum , Wellington, , New Zealand : Learning Media .
  • Ministry of Education . 1994 . Assessment. Policy to Practice , Wellington, , New Zealand : Learning Media .
  • Ministry of Education . 2003a . New Zealand curriculum project Retrieved September 7, 2003 from http://www.tki.org.nz
  • Moreland , J. , Jones , A. and Chambers , M. 2001 . Enhancing student learning in technology through enhancing teacher formative interactions . Set: Research Information for Teachers , 3 : 16 – 19 .
  • Nakhlel , M.B. , Polles , J. and Malina , E. 2002 . “ Learning chemistry in a laboratory environment ” . In Chemical research: Towards research‐based practice , Edited by: Gilbert , J. , De Jong , O. , Justi , R. , Treagust , D.F. and Van Driel , J. H. 69 – 94 . Dordrecht, , Netherlands : Kluwer .
  • Nuthall , G. 1997 . “ Understanding student thinking and learning in the classroom ” . In The international handbook of teachers and teaching , Edited by: Biddle , B. , Good , T. and Goodson , I. 1 – 90 . Dortrecht : Kluwer .
  • Orpwood , G. 2001 . The role of assessment in science curriculum reform . Assessment in Education , 8 (2) : 135 – 151 .
  • Powell , C.P. and Anderson , R.D. 2002 . Changing teachers’ practice: Curriculum materials and science education reform in the USA . Studies in Science Education , 37 : 107 – 136 .
  • Reid , N. and Yang , M‐J. 2002 . Open‐ended problem solving in school chemistry: A preliminary investigation . International Journal of Science Education , 24 (12) : 1313 – 1332 .
  • Rennie , L.J. , Goodrum , M. and Hackling , M. 2001 . Science teaching and learning in Australian schools: Results of a national study . Research in Science Education , 31 (4) : 455 – 498 .
  • Roberts , R. and Gott , R. 2004 . Using different types of practical within a problem‐solving model of science . School Science Review , 85 (312) : 113 – 119 .
  • Ryder , J. 2001 . Identifying science understanding for functional scientific literacy . Studies in Science Education , 36 : 1 – 44 .
  • Sadler , R. 1989 . Formative assessment and the design of instructional systems . Instructional Science , 18 : 119 – 144 .
  • Sandoval , W.A. 2005 . Understanding students’ practical epistemologies and their influence on learning through inquiry . Science Education , 89 (4) : 634 – 656 .
  • Shulman , L.S. 1981 . Disciplines of inquiry in education: An overview . Educational Researcher , 10 (6) : 5 – 12 .
  • Skamp , K. 2004 . Teaching primary science constructively , (2nd ed.) , Victoria, , Australia : Thomson .
  • Spindler , G. and Spindler , L. 1992 . “ Cultural process and ethnography: An anthropological perspective ” . In The handbook of qualitative research in education , Edited by: Le Compte , M.D. , Millroy , W. and Priessle , J. 643 – 680 . San Diego, CA : Academic Press .
  • Torrance , H. and Pryor , J. 2001 . Developing formative assessment in the classroom: Using action research to explore and modify theory . British Educational Research Journal , 27 (5) : 615 – 631 .
  • Tytler , R. 2003 . A window for a purpose: Developing a framework for describing effective science teaching and learning . Research in Science Education , 33 : 273 – 298 .
  • Wallace , J. and Louden , W. , eds. 2002 . Dilemmas of science teaching. Perspectives on problems of practice , London : Routledge Falmer .
  • Watson , R. , Goldsworthy , A. and Wood‐Robinson , V. 1999 . What is not fair with investigationsquest; . School Science Review , 80 (292) : 101 – 106 .
  • Weinburgh , M. 2003 . Confronting and changing middle school teachers’ perceptions of scientific methodology . School Science and Mathematics , 103 (5) : 222 – 232 .
  • White , B.Y. and Fredericksen , J.R. 1998 . Inquiry, modeling and metacognition: Making science accessible to all students . Cognition and Instruction , 16 (1) : 3 – 118 .
  • Wiliam , D. . Integrating formative and summative functions of assessment . Paper presented to Working Group 10 of the International Congress on Mathematics Education . Makuhari, Tokyo. August ,
  • Woolnough , B. 2001 . What really happens when students ‘do science’‐ and how we can find outquest; . Studies in Science Education , 36 : 162 – 168 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.