Journal article
Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science
- Abstract:
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A significant issue in the teaching, learning and summative assessment of practical science is that the underpinning model of scientific methods is based on a fairly simplistic and linear account that does not represent how scientists actually do practical work. In this paper, we examine how science teachers in England and Wales view scientific methods included in teaching and summative assessment of practical science. Following on a survey of 51 secondary teachers’ views, we focus on the out...
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- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Version of record, pdf, 746.8KB)
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- Publisher copy:
- 10.1080/02607476.2021.2006572
Authors
Funding
Bibliographic Details
- Publisher:
- Taylor and Francis Publisher's website
- Journal:
- Journal of Education for Teaching Journal website
- Volume:
- 48
- Issue:
- 5
- Pages:
- 592-608
- Publication date:
- 2022-02-12
- Acceptance date:
- 2021-07-17
- DOI:
- EISSN:
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1360-0540
- ISSN:
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0260-7476
Item Description
- Language:
- English
- Keywords:
- Pubs id:
-
1202569
- Local pid:
- pubs:1202569
- Deposit date:
- 2021-10-13
Terms of use
- Copyright holder:
- Ioannidou et al
- Copyright date:
- 2022
- Rights statement:
- © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- Licence:
- CC Attribution (CC BY)
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