Azra Moeed - Böcker

This book explores teaching and learning through science investigation and practical work. It draws upon two representative case studies from New Zealand and examines what students are learning from science investigation; in addition, it identifies and describes ways in which teachers can make changes that benefit student learning when given time to reflect and respond to research literature and findings. The book illustrates how teaching through science investigations in ways that are informed by research can lead to positive learning outcomes for students. As such, it offers valuable insights for practitioners, researchers, and educators with an interest in learning through science investigation.

This book explores teaching and learning through science investigation and practical work. The book illustrates how teaching through science investigations in ways that are informed by research can lead to positive learning outcomes for students.

This book presents the findings of two case studies in the 'Making Connections' two-year project funded by the New Zealand Ministry of Education. It also presents the teaching as inquiry model and its usage by teachers to improve aspects of their teaching strategies.

This book reports the findings of an interpretive case study of the phenomenon of science investigation (science inquiry) from students’ perspective. Data were collected from a class of twenty-four Year 11 students in a middle size, co-educational New Zealand school, through Science Laboratory Environment Inventory, student questionnaires, focus group interviews and classroom observations. The participants provided some insightful comments about their learning of science investigation. Illustrative examples highlight; what students found motivational and what demotivated them, what and how they learnt through carrying out science investigation, and how internal assessment influenced their motivation to learn and learning. The connectedness between the complexities of learning science investigation and how motivation, and assessment influenced these 15 year old students’ learning is discussed.

This book presents the findings of a case study conducted in a Maori medium school where a space was created for Putaiao (Western science) teaching and learning from year 1 to 13.