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ERIC Number: ED394821
Record Type: RIE
Publication Date: 1994-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
Progression in Investigative Work in Science: Procedural and Conceptual Knowledge in Science Project (the PACKS Project).
Gott, Richard; And Others
In investigative work, pupils encounter relatively open-ended tasks for which they have to devise their own solutions. Historically, the development of investigative work in the United Kingdom has come to the point where many schools are adopting it with some enthusiasm and with a degree of success. Progression has been largely defined by the complexity of the tasks as described by the number and type of variables. This paper considers progression in procedural understanding in the context of investigative work in science. The paper looks at the rationale for the inclusion of procedural understanding as a substantive element of a curriculum and details its possible content. An example drawn from an extensive research base is used to illustrate the problems pupils, ages 9-14, have with one element of procedural understanding. It is concluded that the search for progression has some of its elements in place but until teachers are operating a scheme of work which incorporates procedural understanding and its associated content explicitly, the search for progression can only be tentative and provisional. (Author/JRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: United Kingdom
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April, 1994).