Scientific enquiry involves the development of pattern seeking skills, the ability to test and explain ideas, identifying and classifying properties of elements, the use of technology and fair testing (Howe, et al, 2013:xi). It is the teaching of fair testing, where just one variable (independent) is allowed to affect another (dependent) (Williams, 2011), that often forms the basis for much practical work in primary schools (Goldsworthy, et al, 2000). One of the process skills for developing investigative enquiry (Murphy, 2003:11), fair testing enables pupils to understand the need to test scientific phenomena or questions in a reliable way that will result in scientifically valid data (McMacIntyre & Lewthwaite, 2005). As a result of this need for accuracy, teaching the concept of fair testing can prove to be challenging for both teachers and...
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...the place of ICT in developing good practice in primary science’, In: Teaching and Learning Primary Science with ICT. Warwick, P., Wilson, E. & Winterbottom, M. (eds.), Maidenhead: Open University Press.
Wellcome Trust, (2013). Department for Education: Reform of the National Curriculum in England,
Response by the Wellcome Trust, [Online], Available at: http://www.wellcome.ac.uk/stellent/groups/ corporatesite/@policy_communications/documents/web_document/wtp052330.pdf, Accessed: 17/10/2013.
Williams, D. (2011). How Science Works: Teaching and Learning in the Science Classroom, US: Continuum Publishing Corporation.
Williams, J. & Easingwood, N. (2003). ICT and Primary Science: A Teacher's Guide, London: Taylor & Francis Ltd.
Woodley, E. (2009). ‘Practical work in school science – why is it important?’, In: School Science Review, Association for Science Education.
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