This paper describes the outcome of a science school-based curriculum development project, a collaboration between the Hong Kong Institute of Education and four secondary schools. The project was an attempt to promote the development of science investigation skills among secondary students. The aim of the project was (i) to try out the strategies proposed, and (ii) to find out from the students after their participation their interest, their perceived difficulty and ways to solve problems encountered in conducting science investigations. This paper describes the various phases of the school-based curriculum development project including the planning, implementation and evaluation of the project. To formulate effective strategies to develop science investigation tasks, a questionnaire was administered to collect feedback from the students. The findings of the project provide evidence that there were positive influences on students’ interest in learning science. The responses from the students suggested that they have a higher level of interest in learning science and in participating in measuring or observing results, and planning science investigations. They perceived themselves having more difficulties in the identification of a problem for investigation, writing hypothesis and designing an investigation. More than half of the students also reported not having sufficient knowledge and time in completing the science investigation project. Finally, drawing on the findings, the paper introduces ways of improving the strategies to support science investigations and a two staged model for planning science investigation tasks.
|Publication status||Published - May 2005|
CitationCheng, M.-H. M. (2005, May). Developing a model to support the design of science investigation tasks at the junior secondary levels. Paper presented at Redesigning Pedagogy International Conference: Research, Policy, Practice, Singapore.
- Secondary Education
- Theory and Practice of Teaching and Learning