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. (1 more author) (2020) Open-ended investigations in high school science:teacher learning intentions, approaches and perspectives. International Journal of Science Education. pp. 1715-1738.
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.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2020 Informa UK Limited, trading as Taylor & Francis Group. 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. |
Keywords: | investigation,inquiry,open-ended,teachers |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > University of York Science Education Group (UYSEG) The University of York > Faculty of Social Sciences (York) > Education (York) The University of York > Faculty of Sciences (York) > Chemistry (York) |
Depositing User: | Pure (York) |
Date Deposited: | 08 Jun 2020 12:00 |
Last Modified: | 13 Mar 2025 05:25 |
Published Version: | https://doi.org/10.1080/09500693.2020.1778211 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1080/09500693.2020.1778211 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:161692 |
Download
Filename: TSED_2019_0461_A.R3_Proof_hi.pdf
Description: TSED-2019-0461-A.R3_Proof_hi