Abstract

ABSTRACTThe traditional description of “the scientific method” as a stepwise, linear process of hypothesis testing through experimentation is a myth. Although the teaching and learning of the scientific method have been a curriculum and assessment goal, the notion of the ‘scientific method’ itself has been identified as being problematic. Many researchers have recognised there is no single scientific method. However, there does not seem to be any useful guidelines for how best to deal with the nature of scientific methods in school science, including in high-stakes summative assessment. The article presents the use of a framework to illustrate the diversity of scientific methods that goes beyond the traditional limitations of a scientific method, to provide a more comprehensive and inclusive account, including non-manipulative parameter measurements. The framework not only clarifies the definition of scientific methods but also is adapted as an analytical framework to trace how scientific methods are framed in high-stakes chemistry examination papers from three examination boards in England. Such analyses can potentially point to what is emphasised in chemistry lessons, given how instrumental high-stakes testing is for driving teaching and learning. Results from an empirical investigation of examination questions are presented, highlighting an imbalance in the representation of methods in chemistry tests.

Highlights

  • A range of international curriculum policy and research traditions in science education refer to the importance of teaching and learning of the methods of science

  • This paper aims to contribute to the expansion and clarification of how scientific methods can be conceptualised in school science for meaningful learning, through the design of summative assessments

  • (1) What methods underlie the practical chemistry items in high-stakes exam papers from three exam boards in England? (a) What is the frequency of these practical science methods in the exam papers? (b) How does the coverage of practical methods compare across the exam boards?

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Summary

Introduction

A range of international curriculum policy and research traditions in science education refer to the importance of teaching and learning of the methods of science. The recent reform documents such as the Generation Science Standards (NGSS lead states, 2013) in the USA refer to statements such as ‘scientific investigations use a variety of methods and tools to make measurements and observations’. In England, the term ‘practical science’ has been widely used in characterising aspects of scientific methods. The Royal Society has used the term ‘practical science’ as ‘ ... The recent policy references follow earlier remarks related to themes such as ‘scientific inquiry’ and ‘scientific practices’. The National Science Education Standards made extensive reference to ‘inquiry’ 31) until recently when ‘scientific practices’ became more prevalent (NGSS lead states, 2013) The National Science Education Standards made extensive reference to ‘inquiry’ (NRC 1996, p. 31) until recently when ‘scientific practices’ became more prevalent (NGSS lead states, 2013)

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