Learning Through School Science Investigation by Azra Moeed & Dayle Anderson

Author:Azra Moeed & Dayle Anderson
Language: eng
Format: epub
ISBN: 9789811316166
Publisher: Springer Singapore

3.7 Summary

For the two teachers in these case studies, there was a strong congruence between beliefs about the nature and purpose of school science investigation and what happened in their classrooms. These teachers appeared to use science investigations to provide students with experiences in line with their beliefs about the nature of science, in particular, that it is evidence-based and relies on accurate observation. Less emphasis was placed on connecting students’ observations with substantive ideas. Investigations were often teacher-selected, although in Alison’s class there was a strong focus on student-owned investigations that was less common in Patsy’s class. Investigation approaches that were included were mostly exploration, but with some experiences that involved classifying and identifying, exploration of a model, and one that involved investigating the effect of changing one variable—the beginnings of a fair test.

Both teachers provided students with learning opportunities that addressed the three major educative purposes for school science investigation identified in Chap. 1 through the science investigations they included. More attention was paid to developing investigative skills, and connecting student experiences explicitly to the nature of science than was given to developing substantive ideas. Key strategies observed in the teachers’ practice are summarised below:1.Developing investigative skills

(a)providing enough specific equipment to enable all students to investigate in a focused way,

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