Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things, science.…

Evaluation of large-scale professional development programmes in a cost-effective but detailed manner presents challenges. Much of the research evidence on the effectiveness of professional development in science education has been the result of small-scale studies that use clustered or stratified sampling methods. Using the evidence collected…

Questionnaire and interview findings from a survey of three Year 8 (ages 12-13 years) science practical lessons (n = 52) demonstrate how pupils' data collection and inference making were sometimes biased by desires to confirm a personal theory. A variety of behaviours are described where learners knowingly rejected anomalies, manipulated…