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The Roles of Substantive and Procedural Understanding in Open-Ended Science Investigations: Using Fuzzy Set Qualitative Comparative Analysis to Compare Two Different Tasks
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Glaesser, Judith; Gott, Richard; Roberts, Ros; Cooper, Barry – Research in Science Education, 2009
We examine the respective roles of substantive understanding (i.e., understanding of factual knowledge, concepts, laws and theories) and procedural understanding (an understanding of ideas about evidence; concepts such as reliability and validity, measurement and calibration, data collection, measurement error, the ability to interpret evidence…
Descriptors: Undergraduate Students, Investigations, Data Analysis, Comparative Analysis
Underlying Success in Open-Ended Investigations in Science: Using Qualitative Comparative Analysis to Identify Necessary and Sufficient Conditions
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Glaesser, Judith; Gott, Richard; Roberts, Ros; Cooper, Barry – Research in Science & Technological Education, 2009
Both substantive (i.e. factual knowledge, concepts, laws and theories) and procedural knowledge (understanding and applying concepts such as reliability and validity, measurement and calibration, data collection, measurement error, the ability to interpret evidence and the like) are involved in carrying out an open-ended science investigation.…
Descriptors: Undergraduate Students, Investigations, Student Attitudes, Comparative Analysis
Understanding and Using Scientific Evidence: How To Critically Evaluate Data.
Gott, Richard; Duggan, Sandra – 2003
The basic understanding which underlies scientific evidence--ideas such as the structure of experiments, causality, repeatability, validity and reliability--is not straightforward. But these ideas are needed to judge evidence in school science, in physics or chemistry or biology or psychology, in undergraduate science, and in understanding…
Descriptors: Evaluation, Evaluation Criteria, Evaluation Methods, Investigations
Teachers' Understanding of the Nature and Purpose of Practical Work
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Pekmez, Esin Sahin; Johnson, Philip; Gott, Richard – Research in Science and Technological Education, 2005
This study examines science teachers' thinking on the nature and purpose of practical work in the context of the National Curriculum for Science in England. There is a particular focus on investigations (enquiry in the science classroom), which have been a statutory component of the curriculum since 1989. Data were collected through individual…
Descriptors: Foreign Countries, Investigations, Science Teachers, Science Education
Progression in Investigative Work in Science: Procedural and Conceptual Knowledge in Science Project (the PACKS Project).
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Gott, Richard; And Others – 1994
In investigative work, pupils encounter relatively open-ended tasks for which they have to devise their own solutions. Historically, the development of investigative work in the United Kingdom has come to the point where many schools are adopting it with some enthusiasm and with a degree of success. Progression has been largely defined by the…
Descriptors: Elementary Secondary Education, Foreign Countries, Investigations, Science and Society
Investigative Work in the Science Curriculum. Developing Science and Technology Education.
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Gott, Richard; Duggan, Sandra – 1995
Teaching is essentially a personal and professional business in which lively, thinking, enthusiastic teachers continue to analyze their own activities and mediate the curriculum framework to their students. This book aims at encouraging teachers and curriculum developers to continue to rethink how science and technology should be taught in…
Descriptors: Educational Change, Elementary Secondary Education, Foreign Countries, Investigations