Outputs (20)

Students' approaches to open-ended science investigation: the importance of substantive and procedural understanding (2010)
Journal Article
Roberts, R., Gott, R., & Glaesser, J. (2010). Students' approaches to open-ended science investigation: the importance of substantive and procedural understanding. Research Papers in Education, 25(4), 377-407. https://doi.org/10.1080/02671520902980680

This paper investigates the respective roles of substantive and procedural understanding with regard to students’ ability to carry out an open-ended science investigation. The research is a case study centred on an intervention in which undergraduate... Read More about Students' approaches to open-ended science investigation: the importance of substantive and procedural understanding.

Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy (2010)
Journal Article
Roberts, R., & Gott, R. (2010). Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy. Research in Science and Technological Education, 28(3), 203-226. https://doi.org/10.1080/02635143.2010.506413

Understanding the science in a ‘socio-scientific issue’ is at the heart of the varied definitions of ‘scientific literacy’. Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that aff... Read More about Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy.

Underlying success in open-ended investigations in science: using Qualitative Comparative Analysis to identify necessary and sufficient conditions. (2009)
Journal Article
Glaesser, J., Gott, R., Roberts, R., & Cooper, B. (2009). Underlying success in open-ended investigations in science: using Qualitative Comparative Analysis to identify necessary and sufficient conditions. Research in Science and Technological Education, 27(1), 5-30. https://doi.org/10.1080/02635140802658784

Both substantive (i.e. factual knowledge, concepts, laws and theories) and procedural knowledge (understanding and applying concepts such as reliability and validity, measurement and calibration, data collection, measurement error, the ability to int... Read More about Underlying success in open-ended investigations in science: using Qualitative Comparative Analysis to identify necessary and sufficient conditions..

The roles of substantive and procedural understanding in open-ended science investigations: using fuzzy set qualitative comparative analysis to compare two different tasks. (2009)
Journal Article
Glaesser, J., Gott, R., Roberts, R., & Cooper, B. (2009). The roles of substantive and procedural understanding in open-ended science investigations: using fuzzy set qualitative comparative analysis to compare two different tasks. Research in Science Education, 39(4), 595-624. https://doi.org/10.1007/s11165-008-9108-7

We examine the respective roles of substantive understanding (i.e., understanding of factual knowledge, concepts, laws and theories) and procedural understanding (an understanding of ideas about evidence; concepts such as reliability and validity, me... Read More about The roles of substantive and procedural understanding in open-ended science investigations: using fuzzy set qualitative comparative analysis to compare two different tasks..

Practical work and the importance of scientific evidence in science curricula. (2008)
Journal Article
Roberts, R., & Gott, R. (2008). Practical work and the importance of scientific evidence in science curricula. Education in science, 230, 8-9

Stimulated by the call for evidence on behalf of SCORE requesting views on practical work in science, this article responds to some frequently asked questions with reference to science teaching in compulsory schooling to GCSE (up to the age of 16).

The role of evidence in the new KS4 National Curriculum for England and the AQA specifications (2006)
Journal Article
Roberts, R., & Gott, R. (2006). The role of evidence in the new KS4 National Curriculum for England and the AQA specifications. School science review, 87(321), 29-39

This article considers the importance of evidence in the new key stage 4 (ages 14–16) National Curriculum for England section called ‘How science works’. We specify the ‘thinking behind the doing’ as the basis for a procedural understanding and consi... Read More about The role of evidence in the new KS4 National Curriculum for England and the AQA specifications.

Assessment of Performance in Practical Science and Pupil Attributes (2006)
Journal Article
Roberts, R., & Gott, R. (2006). Assessment of Performance in Practical Science and Pupil Attributes. Assessment in Education: Principles, Policy & Practice, 13(1), 45-67. https://doi.org/10.1080/09695940600563652

Performance assessment in the UK science General Certificate of Secondary Education (GCSE) currently relies on pupil reports of their investigations. These are widely criticized. Written tests of procedural understanding could be used as an alternati... Read More about Assessment of Performance in Practical Science and Pupil Attributes.

Teachers' understanding of the nature and purpose of practical work (2005)
Journal Article
Pekmez, E., Johnson, P., & Gott, R. (2005). Teachers' understanding of the nature and purpose of practical work. Research in Science and Technological Education, 23(1), 3-23. https://doi.org/10.1080/02635140500068401

This study examines science teachers' thinking on the nature and purpose of practical work in the context of the National Curriculum for Science in England. There is a particular focus on investigations (enquiry in the science classroom), which have... Read More about Teachers' understanding of the nature and purpose of practical work.

Assessment of Sc1: alternatives to coursework? (2004)
Journal Article
Roberts, R., & Gott, R. (2004). Assessment of Sc1: alternatives to coursework?. School science review, 85(313), 103-108

This article considers the problems associated with reliable performance assessment of Sc1 investigations and explores the pros and cons of alternative forms of assessment of pupils’ ability to investigate.

A written test for procedural understanding: a way forward for assessment in the UK science curriculum? (2004)
Journal Article
Gott, R., & Roberts, R. (2004). A written test for procedural understanding: a way forward for assessment in the UK science curriculum?. Research in Science and Technological Education, 22(1), 5-21. https://doi.org/10.1080/0263514042000187511

A recent UK House of Commons report on Science 14-19 identified problems with coursework and argued for a greater emphasis on teaching and assessment of scientific literacy. This paper describes a written test for procedural understanding, given to 1... Read More about A written test for procedural understanding: a way forward for assessment in the UK science curriculum?.