Dunlop, Lynda orcid.org/0000-0002-0936-8149, Turkenburg, Maria Gertrudis Wilhelmina orcid.org/0000-0002-2841-3339, Knox, Kerry Jane orcid.org/0000-0003-3530-6117 et al. (6 more authors) (2021) What enables successful open-ended practical investigative work at A Level? School Science review. pp. 50-57. ISSN 0036-6811
Abstract
The Gatsby Good Practical Science report (Gatsby, 2017) identified opportunities to carry out open-ended investigative projects as one of ten benchmarks for good practical science. However, there is currently no requirement for post-16 students in England to have access to such opportunities as this is not required by A-level specifications (the most common post-16 qualification in England). Nevertheless, some teachers incorporate open-ended investigative work into post-16 teaching. Drawing on in-depth semi-structured interviews with 12 teachers, enablers of and barriers to open-ended investigation are identified, and the ways in which several teachers have successfully implemented such work are demonstrated through vignettes. Ways that teachers can use and value open-ended project work within current A-level specifications are presented.
Metadata
Item Type: | Article | ||||
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Copyright, Publisher and Additional Information: | This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details |
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Dates: |
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Institution: | The University of York | ||||
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) The University of York > University of York Science Education Group (UYSEG) The University of York > Faculty of Sciences (York) > Chemistry (York) |
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Depositing User: | Pure (York) | ||||
Date Deposited: | 07 Feb 2020 12:10 | ||||
Last Modified: | 05 Apr 2024 23:12 | ||||
Status: | Published | ||||
Refereed: | Yes |