Role and Importance of Scientific Investigations

PART A - The role of investigations in senior science

Write an essay outlining your understanding of the role and importance of scientific investigations in your chosen science subject. Specifically, your essay should include the following:

1. Introduction

Briefly and clearly outline the aims of your essay and the main points you will address.

2. Investigative skills describe

Four investigative skills that students should develop in order to perform effective scientific investigations. Discuss the importance of each in relation to the relevant Stage 6 syllabus and how these skills support students; understanding of the scientific method within and beyond the classroom.

3. Specific strategies describe

The use of three specific teaching strategies that could be used by teachers to improve senior science learners investigative skills. Justify your arguments with references to the literature.

4. Reconciling investigative skills and explicit, direct teaching

Stage 6, the is tension for teachers to develop students' knowledge through direct, explicit teaching in preparation for high-stakes standardized tests such as the HSC, and the development of practical science skills through practical, hands-on, student-centered investigations. Propose your ideas about how you will work with a year 11 and 12 science class to ensure that both aspects are appropriately supported. It will be helpful to discuss this challenge with an experienced teacher of a Stage 6 science discipline.

5. Conclusion

Summarise and draw together your main points. Your essay should demonstrate good communication skills including high-quality written expression, correct grammar, spelling and punctuation, and correct academic referencing using APA style. Five percent is allocated for the assessment of these aspects of your essay. General assessment Criteria for Part A (see Part C Self-Assessment; the template for specific marking criteria) i. demonstrate knowledge and understanding of the concepts, substance, and structure of the content and teaching strategies for topics covered in biology, physics, chemistry, and earth and environmental science syllabus. include a range of teaching strategies that identify and discuss a variety of investigative skills used in science and discuss in detail the types of cognitive engagement that could be associated with each skill.

PART B - Instructions for a Scientific Investigation

Imagine that you are designing a Scientific Investigation relating to your chosen Stage 6 science syllabus (preliminary or HSC). Provide a set of instructions to students that clearly describes:

• the aim of the investigation;
• the syllabus outcomes addressed by the investigation; (please ensure that you provide appropriate skills(working scientifically) AND content (knowledge and understanding)outcomes)
• how they are to select an investigation that conforms to the syllabus requirements;
• specific criteria for assessing student achievement of outcomes from the investigation; and
• any other information you feel students should be given in order to successfully complete the investigation (see Assignment Template).

Your investigation must not be copied from an existing school program, textbook, or web resource, though you may take (and acknowledge) ideas or elements from these sources. You are encouraged to discuss this assignment with your supervising teacher where possible.

PART C - Self Assessment

The general assessment criteria have been distilled into a specific marking scheme (see template) to help you assess your submission. The purpose of the exercise is to give you the opportunity to reflect on and critically assess your own work.

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