Science Investigation in New Zealand Secondary Schools: Exploring the Links between Learning, Motivation and Internal Assessment in Year 11

Abstract

<p>Science investigation is one of the three aspects of science learning, along with scientific knowledge and an understanding of the nature of science, within the constructivist science curriculum statement of the New Zealand Curriculum Framework. Year 11 students in New Zealand secondary schools who learn to investigate in science are assessed internally for National Certificate of Educational Achievement credits and grades. The purpose of this research was to gain an understanding of the phenomenon of student learning and motivation to learn in year 11 science investigation and how the recent systemic change to formal assessment in New Zealand secondary education is related to teaching and learning of science investigation in year 11. This research, which adopted a case study approach, investigated the phenomenon of science investigation at a regional level through a survey of all year 11 science teachers in the Wellington region and an in-depth study of science investigation in one coeducational, medium size, state, secondary school and one year 11 science class in that school. The data were collected through surveys, classroom observations, teacher and student interviews and document analysis. Findings suggest that the introduction of internal assessment of science investigation led to change in teacher practice. The narrow fair testing type of investigation required for internal assessment and experienced by the students encouraged a surface approach to learning rather than deep learning for understanding. Students set performance goals and were motivated to achieve credits and grades in the assessment.</p>

If only I had time: Teachers’ perceptions of teaching high-ability science students

“…Jane felt she was constantly trying to maintain a balance between encouraging thinking and learning and training her students to perform in assessment. The current environment in our country appears to prioritise credits and grades in assessment over deeper learning (Moeed 2015).…”

Teaching, learning, and assessment of science investigation in Year 11: Teachers’ response to NCEA

“…This paper reports research that studied teachers' response to this contradictory situation by investigating how year 11 science teachers practise science investigation. It was part of a larger project that looked at the phenomenon of science investigation focusing on the key elements of motivation to learn, learning, and assessment (Moeed 2010).…”

“…The main question themes were: teachers' views about teaching and learning science investigation teachers' approach to assessment change in the teaching of science investigation since internal assessment for NCEA the approach for assessment of science investigation for AS1.1. Full details of the postal survey and the teacher interviews are provided in Moeed (2010).…”

The Use of Ninja Apps Game to Enrich the Student's Word Stocks

“…Besides, the students had low motivation in learning English. According to Moeed (2015) students who are motivated to learn could spend time on the task and will continue to do so even if they come up against obstacles.The game that researchers used was Ninja Apps where the students would gain some new words by guessing the meaning in Indonesia.The pocedure in playing Ninja Apps game is first the students need to complete one level to another level by answering some words. After finish completing the level then the Teachers are sued to mastering some of the applications that they may use in the Teaching and learning process.…”