Abstract
New Zealand aspires to be a country where science and technology play a vital role in its economic growth and the well-being of its citizens, and science education is an integral part of this vision. The educational curriculum requires students to engage with, explore and experience the natural and physical world with the aim of enabling them to ‘become critical, informed and responsible citizens’ (Ministry of Education, 2007, p. 17). Here, we draw upon case study research investigating the teaching and learning of science investigation in a secondary school with a focus on the complexity of teaching and learning science investigation to gain deeper insights into what teachers believe science investigation to be, how they teach it and what students learn from investigation.
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Moeed, A., Anderson, D. (2018). Science Investigation in Secondary School. In: Learning Through School Science Investigation. Springer, Singapore. https://doi.org/10.1007/978-981-13-1616-6_4
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DOI: https://doi.org/10.1007/978-981-13-1616-6_4
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