Search results for author:"Richard Gott"
Total records matched: 6 Search took: 0.070 secs
Intermediate General National Vocational Qualification (GNVQ) Science: A Missed Opportunity for a Focus on Procedural Understanding?
Research in Science & Technological Education Vol. 18, No. 2 (2000) pp. 201–14
Considers the role of a new vocational science qualification in the UK, the Intermediate General National Vocational Qualification (GNVQ) science, and how it relates to science-based employment. Reports the results of a small intervention study in...
Research in Science & Technological Education Vol. 28, No. 3 (November 2010) pp. 203–226
Understanding the science in a "socio-scientific issue" is at the heart of the varied definitions of "scientific literacy". Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that...
A Written Test for Procedural Understanding: A Way Forward for Assessment in the UK Science Curriculum?
Research in Science & Technological Education Vol. 22, No. 1 (May 2004) pp. 5–21
A 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...
Education in Science Vol. 183 (1999) pp. 26–27
Describes the development of an innovative, multimedia, interactive CD-ROM aimed at helping teachers tackle the problem that students have with evaluating science laboratory work. (Author/WRM)
Research in Science & Technological Education Vol. 23, No. 1 (May 2005) pp. 3–23
This study examines science teachers' thinking on the nature and purpose of practical work in the context of the National Curriculum for Science in England. There is a particular focus on investigations (enquiry in the science classroom), which have ...
Underlying Success in Open-Ended Investigations in Science: Using Qualitative Comparative Analysis to Identify Necessary and Sufficient Conditions
Research in Science & Technological Education Vol. 27, No. 1 (April 2009) pp. 5–30
Both substantive (i.e. factual knowledge, concepts, laws and theories) and procedural knowledge (understanding and applying concepts such as reliability and validity, measurement and calibration, data collection, measurement error, the ability to...