Authentic student inquiry: The mismatch between the intended curriculum and the student-experienced curriculum

Research in Science and Technological Education

Volumn 28, Issue 1, 2010, Pages 43-62

  Hume, Anne ^a   Coll, Richard ^a  

^a UNIVERSITY OF WAIKATO   (New Zealand)

Author keywords

Assessment; Authentic student inquiry; Curriculum interpretation; Inquiry based learning; Qualifications; Sites of influence

Indexed keywords

EID: 79958000723     PISSN: 02635143     EISSN: 14701138     Source Type: Journal    
DOI: 10.1080/02635140903513565     Document Type: Article

References (56)

1. Anderson, L.W., and D. Krathwohl. 2001. A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
2. Atkin, J.M., and P. Black. 2003. Inside science education reform: A history of curricular and policy change. New York: Teachers College Press.
3. Bell, B. 2005. Pedagogies developed in the learning in science projects and related theses. International Journal of Science Education 27, no. 2: 159-82.
4. Black, P. 2001. Dreams, strategies and systems: Portraits of assessment past, present and future. Assessment in Education 8, no. 1: 65-85.
5. Black, P. 2003. Report to the Qualifications Development Group Ministry of Education, New Zealand on the proposals for development of the National Certificate of Educational Achievement. http://www.minedu.govt.nz.
6. Bloom, B., M. Englehart, E. Furst, W. Hill, and D. Krathwohl. 1956. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longmans Green.
7. Bryman, A. 2008. Social research methods. New York: Oxford University.
8. Carr, M., C. McGee, A. Jones, E. McKinley, B. Bell, H. Barr, and T. Simpson. 2001. The effects of curricula and assessment on pedagogical approaches and on educational outcomes. http://www.minedu.govt.nz.
9. Cohen, L., L. Manion, and K. Morrision. 2007. Research methods in education. New York: Routledge.
10. Collins, N. 2004. Scientific research and school students. School Science Review 85, no. 312: 77-86.
11. Cooper, B., A. Hume, and G. Abbott. 2002. Year 11 science. NCEA level 1 workbook. Hamilton: ABA Books.
12. Crawford, B.A. 2007. Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching 44, no. 4: 613-42.
13. Deboer, G. 2002. Student-centred teaching in a standards-based world: Finding a sensible balance. Science and Education 11: 405-17.
14. Duggan, S., and R. Gott. 1995. The place of investigations in practical work in the UK National Curriculum for Science. International Journal of Science Education 17, no. 2: 137-47.
15. Duggan, S., and R. Gott. 2002. What sort of science education do we really need? International Journal of Science Education 24, no. 7: 661-80.
16. English, E. 1997. The interpretation of the curriculum. Is it all a matter of serendipity? New Zealand Science Teacher 85: 27-33.
17. Ford, M.J., and B.M. Wargo. 2007. Routines, roles, and responsibilities for aligning scientific and classroom practices. Science Education 91: 133-57.
18. Garnett, P.J., and P.J. Garnett. 1995. Refocussing the chemistry lab: A case for laboratorybased investigations. Australian Science Teachers' Journal 41, no. 2: 26-34.
19. Guba, E., and Y. Lincoln. 1989. Fourth generation evaluation. Newbury Park, CA: Sage.
20. Hannay, B., P. Howison, and M. Sayes. 2002. Year 11 science. study guide. NCEA Level 1 edition. Auckland: ESA Publications.
21. Hargreaves, A., and M.G. Fullan. 1992. Understanding teacher development. London: Cassell.
22. Harlen, W. 1999. Purposes and procedures for assessing science process skills. Assessment in Education 6, no. 1: 129-44.
23. Harlen, W., and R.D. Crick. 2003. Testing and motivation for learning. Assessment in Education 10, no. 2: 169-207.
24. Harlen, W., and M. James. 1997. Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education 4, no. 3: 365-79.
25. Hipkins, R. 2004. Shifting balances: A study of the impact of assessment for qualifications on classroom teaching. Paper presented at the annual conference of the Australian Science Education Association, July, in Armidale, Australia.
26. Hodson, D. 1992. Assessment of practical work: Some considerations in philosophy of science. Science and Education 1: 115-44.
27. Hodson, D. 1998. Is this really what scientists do? In Practical work in school science. Which way now?, ed. J Wellington, 93-108. London: Routledge.
28. Hofstein, A., and V. Lunetta. 2003. The laboratory in science education: Foundations for the twenty-first century. Science Education 88, no. 1: 28-54.
29. Hughes, P. 2004. Mainstream chemical research in school science. School Science Review 85, no. 312: 71-6.
30. Kahle, J.B. 2007. Systemic reform: Research, vision and politics. In The handbook of research on science education, ed. S.K. Abell, and N.G. Lederman, 911-92. Mahwah, NJ: Lawrence Erlbaum Associates.
31. Keiler, L.S., and B.E. Woolnough. 2002. Practical work in school science: The dominance of assessment. School Science Review 83, no. 304: 83-8.
32. Knapp, M.S. 2002. Understandng how policy meets practice: Two takes on local response to a state reform initiative. Washington, DC: Center for the Study of Teaching and Policy, University of Washington.
33. Lange, D. 1988. Tomorrow's school's: The reform of education administration in New Zealand. Wellington: Government Printer.
34. Leach, J., and P. Scott. 2003. Individual and sociocultural views of learning in science education. Science and Education 12: 91-113.
35. Lederman, N.G. 1999. Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching 36, no. 8: 916-29.
36. Lunetta, V.N., A. Hofstein, and M.P. Clough. 2007. Learning and teaching in the school science laboratory: An analysis of research, theory and practice. In The handbook of research on science education, ed. S.K. Abell, and N.G. Lederman, 393-442. Mahwah, NJ: Lawrence Erlbaum Associates.
37. McComas, W.F. 1998. The nature of science in science education. Dordrecht: Kluwer.
38. McDonald, B., and D. Boud. 2003. The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations. Assessment in Education 10, no. 2: 209-20.
39. McGee, C., and C. Penlington. 2001a. Research on learning, curriculum and teachers' roles. Report 2: Teacher-student interaction. Hamilton: Waikato Institute for Research in Learning and Curriculum, University of Waikato.
40. McGee, C., and C. Penlington. 2001b. Research on learning, curriculum and teachers' roles. Report 3: The classroom curriculum. Hamilton: Waikato Institute for Research in Learning and Curriculum, University of Waikato.
41. Ministry of Education. 1993. Science in the New Zealand curriculum. Wellington: Learning Media.
42. Nuthall, G. 1997. Understanding student thinking and learning in the classroom. In The international handbook of teachers and teaching, ed. B. Biddle, T. Good, and I. Goodson, 1-90. Dortrecht: Kluwer.
43. Orpwood, G. 2001. The role of assessment in science curriculum reform. Assessment in Education 8, no. 2: 135-51.
44. Penuel, W., B.J. Fishman, L.P. Gallagher, C. Korbak, and B. Lopez-Prado. 2008. Is alignment enough? Investigating the effects of policies and professional development on science curriculum implementation. Science Education 1-22. DOI 10.1002/sce.20321.
45. Powell, C.P., and R.D. Anderson. 2002. Changing teachers' practice: Curriculum materials and science education reform in the USA. Studies in Science Education 37: 107-36.
46. Reid, N., and M-J. Yang. 2002. Open-ended problem solving in school chemistry: A preliminary investigation. International Journal of Science Education 24, no. 12: 1313-32.
47. Roberts, R., and R. Gott. 2004. Using different types of practical within a problem-solving model of science. School Science Review 85, no. 312: 113-19.
48. Skamp, K. 2007. Teaching primary science constructively. Victoria, Australia: Thomson.
49. Spillane, J.P. 2004. Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
50. Toplis, R., and A. Cleaves. 2006. Science investigations: The views of 14 to 16 year old pupils. Research in Science & Technological Education 24, no. 1: 69-84.
51. Tytler, R. 2003. A window for a purpose: Developing a framework for describing effective science teaching and learning. Research in Science Education 33: 273-98.
52. Watson, R., A. Goldsworthy, and V. Wood-Robinson, 1999. What is not fair with investigations? School Science Review 80, no. 292: 101-6.
53. Weinburgh, M. 2003. Confronting and changing middle school teachers' perceptions of scientific methodology. School Science and Mathematics 103, no. 5: 222-32.
54. Wellington, J. 1998. Practical work in science. Time for a re-appraisal. In Practical work in school science. Which way now?, ed. J Wellington, 3-15. London: Routledge.
55. Woolnough, B. 1998. Authentic science in schools. In Practical work in school science. Which way now? ed. J Wellington, 93-125. London: Routledge.
56. Wong, S.L., and D. Hodson. 2009. From the horse's mouth: What scientists say about scientific investigation and scientific knowledge. Science Education 93, no. 1: 109-30.