Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/22854
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Whannell, Robert | en |
dc.contributor.author | Quinn, Frances | en |
dc.contributor.author | Taylor, Subhashni | en |
dc.contributor.author | Harris, Katherine | en |
dc.contributor.author | Cornish, Scott | en |
dc.contributor.author | Sharma, Manjula | en |
dc.date.accessioned | 2018-04-19T12:09:00Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Teaching Science, 64(1), p. 37-45 | en |
dc.identifier.issn | 1839-2946 | en |
dc.identifier.issn | 1449-6313 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/22854 | - |
dc.description.abstract | Australian science curricula have promoted the use of investigations that allow secondary students to engage deeply with the methods of scientific inquiry, through student-directed, open-ended investigations over an extended duration. This study presents the analysis of data relating to the frequency of completion and attitudes towards long investigations from 54 lower secondary school students and 46 secondary school science teachers from five schools in New South Wales. It was concluded that there is limited use of longer investigations that would allow students to develop the integrated set of skills necessary to engage with the full scientific investigative process. While student attitudes towards investigations in general were very positive, the attitudes towards long investigations were markedly more negative, with a lack of enjoyment and interest reported. The necessity for, and scaffolding of, long investigations is discussed. | en |
dc.language | en | en |
dc.publisher | Australian Science Teachers Association | en |
dc.relation.ispartof | Teaching Science | en |
dc.title | Open-ended science inquiry in lower secondary school: Are students' learning needs being met? | en |
dc.type | Journal Article | en |
dc.subject.keywords | Science, Technology and Engineering Curriculum and Pedagogy | en |
local.contributor.firstname | Robert | en |
local.contributor.firstname | Frances | en |
local.contributor.firstname | Subhashni | en |
local.contributor.firstname | Katherine | en |
local.contributor.firstname | Scott | en |
local.contributor.firstname | Manjula | en |
local.subject.for2008 | 130212 Science, Technology and Engineering Curriculum and Pedagogy | en |
local.subject.seo2008 | 970113 Expanding Knowledge in Education | en |
local.profile.school | Academic Transitions, Programmes and Skills | en |
local.profile.school | School of Education | en |
local.profile.school | School of Education | en |
local.profile.school | School of Education | en |
local.profile.school | School of Education | en |
local.profile.email | rwhannel@une.edu.au | en |
local.profile.email | fquinn@une.edu.au | en |
local.profile.email | btaylo26@une.edu.au | en |
local.profile.email | kharri26@une.edu.au | en |
local.profile.email | cornish@physics.usyd.edu.au | en |
local.profile.email | manjula.sharma@sydney.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20180315-180022 | en |
local.publisher.place | Australia | en |
local.format.startpage | 37 | en |
local.format.endpage | 45 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 64 | en |
local.identifier.issue | 1 | en |
local.title.subtitle | Are students' learning needs being met? | en |
local.contributor.lastname | Whannell | en |
local.contributor.lastname | Quinn | en |
local.contributor.lastname | Taylor | en |
local.contributor.lastname | Harris | en |
local.contributor.lastname | Cornish | en |
local.contributor.lastname | Sharma | en |
dc.identifier.staff | une-id:rwhannel | en |
dc.identifier.staff | une-id:fquinn | en |
dc.identifier.staff | une-id:btaylo26 | en |
dc.identifier.staff | une-id:kharri26 | en |
local.profile.orcid | 0000-0003-2128-8229 | en |
local.profile.orcid | 0000-0002-3144-3416 | en |
local.profile.orcid | 0000-0002-1624-0901 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:23038 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/22854 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Open-ended science inquiry in lower secondary school | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.relation.url | https://search.informit.com.au/documentSummary;dn=420222158821647;res=IELHSS | en |
local.search.author | Whannell, Robert | en |
local.search.author | Quinn, Frances | en |
local.search.author | Taylor, Subhashni | en |
local.search.author | Harris, Katherine | en |
local.search.author | Cornish, Scott | en |
local.search.author | Sharma, Manjula | en |
local.uneassociation | Unknown | en |
local.year.published | 2018 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/0bd86d59-0a85-4314-ac5d-370406198c91 | en |
local.subject.for2020 | 390113 Science, technology and engineering curriculum and pedagogy | en |
local.subject.seo2020 | 280114 Expanding knowledge in Indigenous studies | en |
local.subject.seo2020 | 280109 Expanding knowledge in education | en |
Appears in Collections: | Journal Article School of Education |
Files in This Item:
File | Description | Size | Format |
---|
Page view(s)
2,092
checked on Jan 28, 2024
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.