ABSTRACT

This chapter explores possible ways in which the requirements of the National Curriculum can be met within a broad and balanced science curriculum. Taking the scientific method, mapping it to working scientifically, learners may need various degrees of help and support depending on the nature of the task set. In an attempt to make some sense of the wide range of investigations the chapter suggests a 'typology of investigations'. A framework for reflecting on investigations in science learning and teaching is treating investigations as a three-dimensional space. The main purpose of this framework is to help teachers in planning for and reflecting on the type of investigational work they do in schools. It should help to increase variety and to clarify assessment. There are many good reasons for using an investigational approach to science learning and teaching. The chapter argues that investigational work can have a number of benefits in learning and teaching science.