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dc.contributor.authorHume, Anne Christine
dc.contributor.authorColl, Richard K.
dc.date.accessioned2010-02-25T01:54:42Z
dc.date.available2010-02-25T01:54:42Z
dc.date.issued2010
dc.identifier.citationHume, A. & Coll, R. (2010). Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum. Research in Science & Technological Education, 28(1), 43-62.en
dc.identifier.urihttps://hdl.handle.net/10289/3641
dc.description.abstractAs a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning under a national curriculum that is intent on promoting students' knowledge and capabilities in authentic scientific inquiry, that is, inquiry that properly reflects that practiced by members of scientific communities. Using a multiple case study approach, this study found that layers of curriculum interpretation from several 'sites of influence' both outside and inside of the schools have a strong bearing on the curriculum enacted by teachers and actually experienced by the students, and runs counter to the aims of the national curriculum policy. Over-emphasis on fair testing limits students' exposure to the full range of methods that scientists use in practice, and standards-based assessment using planning templates, exemplar assessment schedules and restricted opportunities for full investigations in different contexts tends to reduce student learning about experimental design to an exercise in 'following the rules'. These classroom realities have implications for students' understanding of the nature of authentic scientific inquiry and support claims that school science is still far removed from real science.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~content=a919187230~db=all~jumptype=rssen
dc.rightsThis is an author's accepted electronic version of an article published in the journal: Research in Science & Technological Education. © 2010 Taylor & Francis
dc.subjectinquiry-based learningen
dc.subjectauthentic student inquiryen
dc.subjectassessmenten
dc.subjectqualificationsen
dc.subjectcurriculum interpretationen
dc.subjectsites of influenceen
dc.titleAuthentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculumen
dc.typeJournal Articleen
dc.identifier.doi10.1080/02635140903513565en
dc.relation.isPartOfResearch in Science and Technological Educationen_NZ
pubs.begin-page43en_NZ
pubs.elements-id34704
pubs.end-page62en_NZ
pubs.issue1en_NZ
pubs.volume28en_NZ


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