Enhancing Student Learning Through Science Investigation (Phase 2)

Abstract

At the end of Phase 1, research findings were shared with teachers at a hui (meeting). We reported that participating teachers had successfully planned and efficaciously taught both science content and how to investigate. They had planned an investigation together and had asked the researchers for comments on their planning, seeking help if it was needed, and they gained confidence.

Appendices

Appendix 5.1

Researching

Researching involves gathering and analysing opinions or scientific findings in order to answer a question or to provide background information to help explain observed events.

Research can also show how scientists’ ideas have changed over time as new evidence has been found.

Students need to practise each stage in the research process:

• Stage 1: Focusing and planning

  Questions relevant to the direction of the research are generated.

• Stage 2: Sourcing information

  Appropriate resources must be found. Using a range of different sources of information helps ensure the ideas are those commonly accepted.

• Stage 3: Analysis

  The information needs to be organised and then analysed to ensure that valid conclusions can be drawn.

• Stage 4: Reporting

  Finally, the research must be reported. This can be done in various ways—for example, a demonstration, a poster, a video or a report.

Appendix 5.2

Appendix 5.3

A checklist for analysing and comparing up to 10 practical activities

1 Learning objective(s) or intended learning outcome(s)

For C2, ↓ rather than simply ticking √ box, enter letters to indicate the specific aspects being taught as follows:

Appendix 5.4

Table: Purpose of the investigation

The purpose of the investigation is to determine whether a temperature change in the water/vinegar solution will change the rate of reaction when baking soda is added.