How Science Works.
(2009)
Journal Article
Roberts, R. (2009). How Science Works. Education in science, 233, 30-31
All Outputs (44)
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, 8-9Stimulated 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).
Fieldwork, evidence and the 14-16 UK science curriculum. (2007)
Digital Artefact
Roberts, R. (2007). Fieldwork, evidence and the 14-16 UK science curriculum. [[Media unknown]]
Questioning the Evidence: research to assess an aspect of scientific literacy. (2007)
Presentation / Conference Contribution
Roberts, R., & Gott, R. (2007). Questioning the Evidence: research to assess an aspect of scientific literacy.
Evidence, Investigations and Scientific Literacy: what are the curriculum implications? (2007)
Presentation / Conference Contribution
Roberts, R., & Gott, R. (2007). Evidence, Investigations and Scientific Literacy: what are the curriculum implications?.
Research into the Concepts of Evidence and their assessment and its impact on 'How Science Works'. (2007)
Presentation / Conference Contribution
Roberts, R. (2007). Research into the Concepts of Evidence and their assessment and its impact on 'How Science Works'.
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), 29-39This 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/10.1080/09695940600563652Performance 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.
Living World: An Introduction to some Biological Ideas necessary foro the Understanding of Sc2. (2005)
Book Chapter
Roberts, R. (2005). Living World: An Introduction to some Biological Ideas necessary foro the Understanding of Sc2. In L. Newton (Ed.), Meeting the Standards in Secondary Science (32-48). RoutledgeFalmer
Progression in Science Education (2005)
Book Chapter
Jones, M., Newton, L., & Roberts, R. (2005). Progression in Science Education. In L. Newton (Ed.), Meeting the standards in secondary science : a guide to the ITT NC (143-152). Routledge
Evidence - The Real Issues behind Science 1 (2005)
Book Chapter
Jones, M., & Roberts, R. (2005). Evidence - The Real Issues behind Science 1. In L. Newton (Ed.), Meeting the standards in secondary science : a guide to the ITT NC (22-31). Routledge
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), 103-108This 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/10.1080/0263514042000187511A 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?.
Using different types of practical within a problem-solving model of science (2004)
Journal Article
Roberts, R. (2004). Using different types of practical within a problem-solving model of science. School science review, 85(312), 113-119
Assessment of biology investigations (2003)
Journal Article
Roberts, R., & Gott, R. (2003). Assessment of biology investigations. Journal of Biological Education, 37(3), 114-121This review makes a case for the assessment of investigations against the Concepts of Evidence in written tests as a potentially more reliable and valid way of assessing the ideas used in all types of biology investigations, thus reducing the distort... Read More about Assessment of biology investigations.
A written test for procedural understanding: a case study into pupils' performance. (2003)
Presentation / Conference Contribution
Gott, R., & Roberts, R. (2003, December). A written test for procedural understanding: a case study into pupils' performance
Investigations: collecting and using evidence (2002)
Book Chapter
Roberts, R., & Gott, R. (2002). Investigations: collecting and using evidence. In D. Sang, & V. Wood-Robinson (Eds.), Teaching secondary scientific enquiry. ASE/John Murray
Procedural understanding in biology : the 'thinking behind the doing' (2001)
Journal Article
Roberts, R. (2001). Procedural understanding in biology : the 'thinking behind the doing'. Journal of Biological Education, 35(3), 113-117Procedural understanding should be taught to students for an understanding of the 'nature of science'. Considers some of the concepts of evidence that are particularly important to biology, and discusses how and why these ideas could be taught.
Procedural Understanding Biology: How is it characterised in texts (2000)
Journal Article
Roberts, R., & Gott, R. (2000). Procedural Understanding Biology: How is it characterised in texts. School science review, 82(298), 83-91
Science Investigations 3 (1999)
Book
Gott, R., Foulds, K., Roberts, R., Jones, M., & Johnson, P. (1999). Science Investigations 3. Collins Educational