Open-Ended Investigations in High School Science: Teacher Learning Intentions, Approaches and Perspectives

Autor/inn/en	Dunlop, Lynda; Turkenburg-van Diepen, Maria; Knox, Kerry J.; Bennett, Judith
Titel	Open-Ended Investigations in High School Science: Teacher Learning Intentions, Approaches and Perspectives
Quelle	In: International Journal of Science Education, 42 (2020) 10, S.1715-1738 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunlop, Lynda) ORCID (Turkenburg-van Diepen, Maria) ORCID (Knox, Kerry J.) ORCID (Bennett, Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1778211
Schlagwörter	High School Teachers; Teacher Attitudes; Secondary School Science; Science Instruction; Educational Objectives; Investigations; Active Learning; Inquiry; Teacher Role; Role Perception; Foreign Countries; Intention; United Kingdom (England) + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational objective; Bildungsziel; Erziehungsziel; Untersuchung; Aktives Lernen; Lehrerrolle; Role conception; Rollenverständnis; Ausland
Abstract	Open-ended investigative work is important for science at the high school level because it provides students with experiences approaching the authentic practice of scientists. In England context, some teachers provide opportunities for open-ended investigation, even though at post-16 (pre-university) A-Level they are no longer required to do so. This qualitative study had two aims: to identify teachers' intended learning outcomes for open-ended investigations and to understand the different ways that teachers perceive, interpret and teach open-ended investigative projects. Questionnaires (n = 17) and in-depth, semi-structured interviews with high-school teachers (n = 12) were used. Analysis of questionnaire data suggested five 'key ideas' related to teachers' intended learning outcomes for open-ended investigations: state of the field, research design, data handling, iteration, and 'real' science. Interviews revealed repertoires for addressing learning relating to each of these key ideas. Phenomenographic analysis of interview data suggested six qualitatively different ways of perceiving open-ended investigation, which corresponded to different emphases for student learning: the teacher-scientist, the teacher-inquirer, the instrumentalist, the independence-builder, the scaffolder and the personal developer perspectives. The findings are expected to be useful for informing teacher professional development and reflection, and for those developing curricula, teaching materials or assessments involving open-ended investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01