ERIC Number: ED364417
Record Type: RIE
Publication Date: 1993-Sep
Reference Count: N/A
Children's Performance of Investigative Tasks in Science: A Framework for Considering Progression.
Millar, Robin; And Others
This paper begins by exploring some general issues associated with the idea of progression in education in general and in science education in particular. These are then related to the particular domain of interest of the Procedural and Conceptual Knowledge in Science (PACKS) Project, which is concerned with the responses of children, aged 9 to 14, to science investigation tasks and the understanding they bring to bear in responding. A model linking performance and understanding is proposed. Data from PACKs Project is used to illustrate one aspect of this model, showing how decisions about investigation frame provide one indicator of progression in performance. (Author)
Descriptors: Concept Formation, Educational Research, Elementary School Science, Elementary School Students, Elementary Secondary Education, Foreign Countries, Inquiry, Performance Based Assessment, Process Education, Science Education, Scientific Concepts, Secondary School Science, Secondary School Students, Student Evaluation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: PACKS Project (United Kingdom); Progress Reporting; Science Process Skills; United Kingdom
Note: Paper presented at the Annual Meeting of the British Educational Research Association (Liverpool, England, United Kingdom, September 10-13, 1993).