Beyond Play: Learning through Science Investigation

Autor/inn/en	Moeed, Azra; Anderson, Dayle; Rofe, Craig; Bartholomew, Rex
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Beyond Play: Learning through Science Investigation
Quelle	(2016), (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Science Education; Science Process Skills; Science Activities; Outcomes of Education; Elementary School Science; Elementary School Students; Secondary School Science; Middle School Students; Hands on Science; Indigenous Populations; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Naturwissenschaftliche Bildung; Lernleistung; Schulerfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sinti und Roma; Neuseeland
Abstract	The science learning area of the "New Zealand Curriculum" (NZC) (Ministry of Education, 2007) requires students to learn about "features of scientific knowledge and the processes by which it is developed" and "carry out science investigations using a variety of approaches." Investigations are mostly, but not always, practical in nature (Gott & Duggan, 1996). A science investigation is just one form of practical work and contrasts with a "recipe following" practical activity in which students simply have to follow a set of written or oral instructions. Evidence suggests that New Zealand students' experience of science investigations is limited. While students undertake some practical science investigation in schools, there is little evidence that they learn much by doing it. Students tend to see practical work as fun but disconnected from their science learning (Anderson, 2012). The authors examine what New Zealand students are learning from science investigation. The common goal of this study was to improve student learning from science investigation. It was this goal which brought together the researchers and teachers and supported them to work together and learn from each other. The project provided time and opportunity for all participants to consider current practice in the light of existing research information. This collaboration enabled research-informed changes in practice and has generated research-based evidence about student learning. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01