Practical,open-endedandextendedinvestigativeprojectsinscience

ReporttoTheGatsbyCharitableFoundation

LyndaDunlop,KerryKnox,MariaTurkenburg--vanDiepenandJudithBennettMarch2019

1

TableofContentsAcknowledgements.......................................................................................................................................2

Listofabbreviations......................................................................................................................................3

Executivesummary........................................................................................................................................4

Introduction...................................................................................................................................................7

Methods........................................................................................................................................................8

Theteachers................................................................................................................................................10

Findings........................................................................................................................................................11

Howdoscienceteacherapproachesvary?.............................................................................................11

Howisopen-endedinvestigativeworkcharacterised?.......................................................................11

Howisopen-endedinvestigativeworkorganised?.............................................................................12

Learningthroughopen-endedinvestigativeprojects.............................................................................13

Enablersofopen-endedinvestigativeprojectsinthecurriculum...........................................................14

Casestudies.............................................................................................................................................15

BTECAppliedScienceinvestigativeproject.........................................................................................16

CPAC&CRESTAwards.........................................................................................................................17

FlyLab..................................................................................................................................................18

CRESTGoldAwardinsteadofafourthALevel....................................................................................19

NorthernhubfortheInstituteforResearchInSchools.......................................................................20

Antibioticsunlimited...........................................................................................................................21

IBInternalAssessment........................................................................................................................22

Summerwithwoodlice.......................................................................................................................23

Redoxtitrations,Salters’style.............................................................................................................24

AlegacyofAdvancingPhysicsbeforethelinearexams......................................................................25

Plantingideasinplantbiologyandpsychology...................................................................................26

RealWorldChemistry..........................................................................................................................27

Meetingthechallengesassociatedwithopen-endedinvestigativeprojects..........................................28

Challengesassociatedwiththeexternalpolicycontext.....................................................................28

Challengesassociatedwiththestudentexperience...........................................................................29

Challengesassociatedwithinfrastructure..........................................................................................30

Subject-specificobservations..................................................................................................................31

Biologyprojects...................................................................................................................................31

Chemistryprojects..............................................................................................................................31

Physicsprojects...................................................................................................................................31

Conclusionsandlimitations.........................................................................................................................32

Recommendations.......................................................................................................................................34

References...................................................................................................................................................35

Appendix1Questionnaire...........................................................................................................................36

Appendix2Interviewguide.........................................................................................................................37

2

ThisreportshouldbecitedasDunlop,L.,Knox,K.,Turkenburg--vanDiepen,M.&Bennett,J.(2019). Open-endedandextendedinvestigativeprojectsinscience.ReporttoTheGatsbyCharitableFoundation.TheGatsbyCharitableFoundation,London.TheviewspresentedinthisreportarethoseoftheauthorsanddonotnecessarilyreflectthoseoftheGatsbyCharitableFoundation.

Acknowledgements

TheauthorsaregratefulforfundingfromtheGatsbyFoundationforthiswork.Theywouldalsoliketothanktheteachersandschoolsinvolvedfortheirtimeincontributingtothisreport.

3

Listofabbreviations

ALevel AdvancedLevelALPS AdvancedLevelPerformanceSystemAQA AssessmentandQualificationsAllianceAS AdvancedSupplementaryASE AssociationforScienceEducationBTEC BusinessandTechnologyEducationCouncil CPAC CommonPracticalAssessmentCriteriaCREST CreativityinScienceandTechnologyEPQ ExtendedProjectQualificationGCSE GeneralCertificateofSecondaryEducationIB InternationalBaccalaureateIRIS InstituteforResearchinSchoolsMOOC MassiveOpenOnlineCourseNQT NewlyQualifiedTeacherOfsted OfficeforStandardsinEducationOCR OxfordCambridgeandRSAPGCE PostgraduateCertificateofEducationPTA ParentTeacherAssociationRSB RoyalSocietyofBiologyRSC RoyalSocietyofChemistrySAC SaltersAdvancedChemistrySAPS ScienceandPlantsforSchoolsSHAP SaltersHornersAdvancedPhysicsSTEM Science,Technology,Engineering,UCAS UniversitiesandCollegesAdmissionsService

4

5

ExecutivesummaryThepurposeofthisstudyistoreportonteachers’useofopen-endedinvestigativeworkpost-16.TheGatsbyGoodPracticalsciencereportidentifiesopportunitiestocarryoutopen-endedworkasoneoftheirtenbenchmarksforgoodpracticalscience,yetthereiscurrentlynorequirementforstudentsinEnglandtohaveaccesstotheopportunitytocarryoutsuchwork,whichmeansthatsuchworkisoftenpushedtothemargins.Thisstudyaimedtofindoutwhyandhowteachersuseopen-endedinvestigativeworkwithstudentsinordertoidentifywaysinwhichitcanbepossibleinschoolsinEngland.Shortquestionnairesandextendedsemi-structuredinterviewswereusedtocollectdata.Atotalofseventeenteachersrespondedtothequestionnaireandtwelveteacherswereinterviewed.Allteachersinterviewedhadbeenteachingforlongerthan5yearsandworkedinschoolsorcollegesrated‘good’or‘outstanding’byOfsted.Teacherswereaskedaboutenablersandbarrierstothework,andthewaysinwhichtheynegotiatedthese.Findingsarepresentedascasestudiesinordertoberelatabletootherteachers.Thecasestudiesprovideinformationabouttheproject,whoparticipates,intendedandperceivedlearningoutcomes,theroleoftheteacher,schoolsupportandadviceforotherteachers.Open-endedinvestigativeprojectswerecharacterisedaccordingtotheirdegreeofopen-ness,i.e.whatwasprovidedtostudentsfromthefollowingdimensions:problemandbackground,procedures,designormethodology,analysisandconclusions.Projectsinwhichteachersprovidedalldimensions(confirmatoryprojects)wereexcludedfromthereport.Mostteachersinthesampleprovidedthetheoreticalcontext,withstudentsabletomakedecisionsaboutresearchdesign,analysisandconclusions.Ongoingorad-hocsupportwasafeatureofmanyprojects,andwhilstmostprojectswerenotassessed,theywereoftenusedtomeettheCommonPracticalAssessmentCriteria(CPAC)ormadeto‘count’inotherways.Mostprojectswerecarriedoutduringclasstime,sometimesincludingcollapseddaysinthesummerterm.Fivebigthemeswereidentifiedintermsofwhatteacherswantedstudentstolearn:‘real’science,thestateofthefield,researchdesign,iterationanddatahandling.Enablersofopen-endedinvestigativeworkinthecurriculumincludeteacherexperienceandautonomy,technicalsupport,supportfromseniorleadership,laboratoryspaceandequipmentbudget,examinationspecifications,andexternalsupportandrecognition.Challengesinprovidingaccessforstudentstoopen-endedinvestigativeprojectsincludeaccesstoliterature,laboratoryspace,expertiseandequipment,numbersofstudentsandtechniciansinrelationtonumberofteachers.Teachersinthesamplefoundwaystonegotiateortoovercomethesebarriers,whicharelikelytobeusefultoteachersconsideringofferingopen-endedprojectworkinthecurriculum.Timeremainsanintractableissueforallteachersinthesample.Thisreportincludesdataonlyfromteacherswhowerededicatedtoprovidingopen-endedinvestigativeprojectstotheirstudents;theremaybeadditionalbarrierstodoingthisthataffectthewiderscienceteacherpopulation.AlloftheteachersarebasedinschoolsorcollegesratedoutstandingorgoodbyOfsted,andmanyteachwithintheirspecialism.Theconditionsinother

6

institutionsmaycontributetobarrierstoopen-endedinvestigativeprojectsandcaremustbetakentoavoidwideningeducationalinequalitiesintermsofaccesstoopen-endedinvestigativeprojects.Whilstopen-endedinvestigativeprojectscanbeintegratedintothepost-16curriculum,wherethisisnotarequirementofthespecification,ittendstorelyonworkbeyondtimetabledhoursfromteachers.Severalteachersinthissamplefoundwaysofmakingprojectwork‘count’,forexamplebyrelatingittotheCPAC,linkingtoawardschemes,offeringasanalternativetootherscheduledteachingandlearningactivitiesandencouragingstudentstowriteabouttheirexperiencesonUCASapplications.Someteachersinthisstudybelievedthatopen-endedinvestigativeworkhadapositiveimpactonattainmentpost-16,andtheremaybevalueinresearchingthisclaimbecauseifevidencedidsupporttheclaim,moreteachersmaybeconvincedtointroduceprojectwork,evenifnotrequiredbyspecifications.Toincreasetheuptakeofopen-endedinvestigativeprojectworkatpost-16,werecommendarangeofactions.Exemplarsof‘makingopen-endedinvestigativeprojectscount,’couldbemadeavailabletoteachers,withattentiontowaysofminimisingrisk(particularlyinchemistryprojects),andteacherandtechniciantimeforprojectworkthroughworkloadmodelsandbuy-outcouldbevalued.Researchinvestigatingclaimsabouttheimpactofopen-endedinvestigativeworkonattainmentwouldbuildamoreconvincingcasetoteacherswhoarecurrentlyreluctanttointroduceopen-endedprojectwork.Assessmentisanimportantdriverforclassroompractice,andawaytoensurethatthishappensistochangepolicytorequireopen-endedinvestigativeworkinpost-16examinationspecifications.However,whereopen-endedinvestigativeworkistobeincludedinspecifications,caremustbetakentoavoidassessmentmethodsthatresultinaformulaicapproachtoinvestigativeprojectwork.

7

IntroductionOpen-endedandextendedinvestigativeprojectshavebeenidentifiedasabenchmarkforgoodpracticalscience(Gatsby,2017)yetrecentchangesintroducedtotheAdvancedLevel(ALevel)specificationsmeanthatthereisnolongerarequirementformostpost-16studentsinEnglandtoundertakeopen-endedinvestigativework.Arecentstudyfoundfewteacherstobeundertakingopen-endedinvestigativework(Crammanetal.,2019).Thepurposeofthisstudy,drawingonquestionnaireresponsesandsemi-structuredinterviews,istoreportonthetypesofopen-endedinvestigativeworkundertaken,whyteachersdoit,howitisorganised,andwhatteachersperceivetheopportunitiesandchallengesofsuchworktobe.IncontrasttotherecentrapidevidencereviewonIndependentResearchProjectspublishedbytheWellcomeTrust(Bennett,Dunlop,Knox,Reiss&TorranceJenkins,2016)thisreportfocusesonopen-endedinvestigativeprojects(ofwhichresearchprojectsareonetype),andonwhatteachersdotomakethesepossiblepost-16.Investigationsaredefinedastasksinwhichstudentsdesignanexperimenttotestagivenquestion,carryitoutandinterprettheresults,allwithinafixedtimeperiod(Gatsby,2017).Ininvestigativework,studentscannotimmediatelyseeananswerorrecallaroutinemethodforfindingit(GottandDuggan,1995p.14).Thatistosay,thatwhilstproceduresandresultsmightbeknowntoscience,theyarenotfamiliartothestudentdoingtheinvestigation,andthereisnopre-determinedoutcome(Gatsby,2017).Investigationscanbeopentodifferentdegrees,andinthisreport,projectsthatareopeninatleastoneofthefollowingsixdimensionsidentifiedbyBuck,BretzandTowns(2008)areconsideredopen-ended:theproblem/question,theory/background,procedures/design,analysisofresults,communicationofresultsandconclusions.Confirmationprojectsinwhichtheproblem/question,theoryandbackground,proceduresanddesign,analysis,interpretationandconclusionsareprovidedforthestudentsareexcludedfromthisstudy.Thereisevidencetosuggestthatopen-endedinvestigationssupportstudentstolearnscienceideasandtodeveloparangeofskillsaswellasimproveattitudestowardsscience(seeforexampleBennettetal.,2018).Thisreportpresentsaseriesofcasestudiesfrom12teachersworkinginEngland.Eachcarriesoutopen-endedinvestigativeprojects,correspondingtotheGoodPracticalSciencebenchmark,withpost-16studentsinEngland.Fromthesetofcasestudies,intendedlearningoutcomeshavebeenextractedalongwithunderstandinghowteachershavenegotiatedthebarrierstoparticipationinsuchwork.Thecasestudiesproviderelatableexamplesofhowteacherscanprovideopportunitiesforopen-endedinvestigationsinademandingpost-16environmentandpresentwaysinwhichteachershaveovercomebarrierstoofferingopen-endedinvestigativeprojectwork.Thequestionsthatthereportanswersareasfollows:

● Howdoscienceteacherapproachestopractical,open-endedandextendedinvestigativeprojectsvary?

● Whatdoteacherswantstudentstolearnbycarryingoutpractical,open-endedandextendedinvestigativeprojectsinscience,andhowdotheybringthisabout?

● Howdoteachersseetheirroleinsupportingstudentstocarryoutpractical,open-endedandextendedinvestigativeprojectsinscience?

● Whatenablessuccessfulpractical,open-endedandextendedinvestigativeprojectworkinschoolsorcolleges,andwhatbarriersexist?

8

MethodsEthicalapprovaltoconductthestudywasobtainedfromtherelevantdepartmentalethicscommittee;andvoluntaryinformedconsentobtainedfromparticipatingteachers.InvitationstotakepartweredistributedviaprofessionalnetworksofteachersintheUK,invitingresponsesfromanyteacherswhocarriedoutopen-endedinvestigativeworkatpost-16.Aquestionnaireandinterviewwereusedtocollectdata.Thequestionnairewascirculatedelectronically.Thisconsistedofopenandclosedquestions(seeappendix1).TheclosedresponseitemswerebasedonBucketal.(2008)andwereusedtocharacteriseprojects(Table1).Notethedefinitionofauthentic,whichreferstothecharacterisationofinquiryandnot‘authenticscience’inwhichstudentsparticipateincutting-edgescientificresearchprojects.Theopenresponseitemsaskedteacherstoidentifytheirintendedlearningoutcomesandwhatstudentsneedtoknowinordertodosuccessfulopen-endedinvestigativeprojects.Atotalof17questionnaireswerereturned.

Provided? Provided?

Provided?

Provided?

Provided?

Problem/Question yes yes yes yes no

Theory/Background yes yes yes yes no

Procedures/Design yes yes yes no no

Analysisofresults yes yes no no no

Communicationofresults yes no no no no

Conclusion yes no no no no

Characterisation Confirmation Structured Guided Open Authentic

Table1:Characterisingopen-endedinvestigativeworkQuestionnaireresponseswerescreenedandonlythoseprojectsthatwerestructured,guided,openorauthentic(n=15)wereincludedinfurtheranalysis.Thesewereprojectsinwhichatleastoneofthefollowingwerenotprovidedtostudents:theproblemorquestion,theoryandbackground,proceduresanddesign,analysis,interpretationandconclusions.Allteachersdoingconfirmationprojectswereexcludedfromthesamplepriortointerviews.Questionnaireresponseswerethenanalysedindependentlybythreeresearcherstoidentifycentralconceptsinrelationtolearningthroughopen-endedinvestigativeprojects.Thisresultedintheidentificationofthecentralconcepts,orkeythemes,whichcapturedtheessenceofthequestionnaireresponses.Followingreflexivediscussion,fivekeyconceptswereidentified.Theseinformedthedesignoftheinterviewguide.Selectioncriteriawerethenusedtoinviteteachersforinterview.Thesewereteacherswho(i)offeredandcarriedoutopen-endedinvestigativework(structured,guided,openorauthentic)withpost-16studentsand(ii)workedinstate(non-feepaying)schoolsorcolleges.Atotalof12teachersagreedtotakepartininterviews.Theinterviewguideisfoundinappendix2.Teacherswereasked

9

abouttheirproject,howitwasorganised,howtheysupportedstudentstolearneachcentralconceptidentifiedfromtheinterviews,andhowtheydealtwithvariousbarrierstocarryingoutopen-endedinvestigativework.Theinterviewguidedrewonquestionsusedtorevealteachers’pedagogicalcontentknowledge(Loughran,Berry&Mulhall,(2012)inrelationtothekeyconceptsidentifiedfromthequestionnaires.Interviewswererecorded,transcribedandthenanalysedtoidentify(i)howscienceteacherapproachestopractical,open-endedandextendedinvestigativeprojectsvary;(ii)whatteacherswantstudentstolearnbycarryingoutopen-endedinvestigativeprojectsinscience,andhowtheybringthisabout;(iii)howteachersseetheirroleinsupportingstudentstocarryoutopen-endedinvestigativeprojectsinscience;and(iv)whatenablessuccessfulprojectworkinschoolsorcolleges,andwhatbarriersexist.Thetranscriptswereusedtocreatecasestudiesforeachteacher.

Thefollowingsectionidentifiesthecharacteristicsoftheteacherswhowereinterviewedandtheschoolsandcollegesinwhichtheyteach.

10

TheteachersAtotalof12teacherswereinterviewed,fourfemaleandeightmale.Theteachersworkedacrossthesciencedisciplines(Figure1)andtaughtdifferentpost-16programmes,withALevelsbeingthemostcommon(Figure2).Allteachersinthesamplehadbeenintheprofessionforlongerthan5years,andhalfhadbeenteachingforover15years.

Figure1:Sciencespecialisms Figure2:Post-16programmetaughtAllteachersworkedinschoolsandcollegesinthestatesector.Threeteachersworkedinpost-16collegesand9teachersworkedin11-18schools.Oftheschools,threeoperatedacademicselectionpoliciesforsomeorallentrants.AllschoolsandcollegeshadagoodoroutstandingOfstedrating,withthemajority(n=7)ratedoutstanding.TeacherswereworkinginschoolsandcollegeslocatedacrossEngland(Dorset,Kent,London,NorfolkandYorkshire)inarangeofneighbourhoodtypes,fromruraltownfringestomajorurbanconurbations.Themajority(n=10)werelocatedintheleastdeprivedneighbourhoodsinEngland(i.e.abovethefifthdecile)andonlyonewaslocatedinaneighbourhoodinthemostdepriveddecile.Teachers’reasonsfordoingopen-endedprojectsfellbroadlyintotwomaincategories,withsomeoverlap:teachersinvolvingstudentsinpursuingteachers’ownscientificinterests,andteachersdoingprojectsfortheireducationalvalue,eitherasalegacyfromspecificationsthatpreviouslyrequiredopen-endedinvestigations1orbecausetheymetcurrentspecificationrequirements.Althoughnotuniversalamongstthesample,therewerecleartendenciesforteachersinthefirstcategorytoprovideopportunitiesforstudentstolearnaboutthecurrentstateofthefield,andtoofferfreedomwithinateacher-definedfield.Forone,“it’salmostbeenanecessityformetodoitandit’skeptmeintheprofessionpossiblybecauseit’sopenedmymindanditallowsmetodoscienceinadifferentway.”Similarly,thereweretendenciesamongstteachersofferingprojectsfortheireducationalvaluetoallowstudentstodecideonthedirectionoftheproject,constrainedbytechniqueorresources.Teachersinbothgroupssawthepotentialforopen-endedinvestigativeworktomeettheCommonPracticalAssessmentCriteria(CPAC).

1ThespecificationsquotedwereSaltersAdvancedChemistry,SAC(OCRB)andSaltersHornersAdvancedPhysics(Edexcel)

11

Findings

Howdoscienceteacherapproachesvary?Thefindingsarepresentedinthreeparts.Inthefirst,thecharacteristicsofopen-endedinvestigativeprojectsforthecasestudyteachersaredescribedandthekeylearningoutcomesthatteachersdesiredthroughopen-endedinvestigativeprojectsareidentified,alongwithenablersidentifiedbyteachersinthesample.Inthesecondpart,teachercasestudiesarepresented.Thesefocusonasingleproject;manyteachershadbeeninvolvedwith,orwereinvolvedwith,multipleprojectswithstudentsindifferentyeargroups.Finally,wepresentasynthesisoftheconstraintsonteachers’capabilitiestoofferopen-endedinvestigativework,andhowthesewerenegotiated.

Howisopen-endedinvestigativeworkcharacterised?Theprojectsdescribedwereuniquetoeachteacherinthesample,andthesewereopentovaryingdegrees.Figure3summariseshowtheprojectscanbecharacterisedusingBuck,BretzandTowns’(2008)rubric(Table1).Mostteachersinthesample(n=5)wereoffering‘openinquiry’projects,inwhichtheproblemandbackgroundareprovided,buttheprocedures/design/methodologywereforthestudenttodesign,asweretheanalysisandconclusions.Fewer(n=4)offeredstudentstheopportunitytodo‘authenticinquiry’inwhichtheproblem,procedures/design,analysis,communication,andconclusionswereallforthestudenttodesign:forsomethiswasthespecificationrequirement.Aminority(n=3)offeredstructuredorguidedprojectsinwhichstudentswereprovidedwiththeproblem,procedures,and(inthecaseofstructuredprojects)analysisbywhichstudentscandiscoverrelationshipsorreachconclusionsunknowntothem.‘Authenticinquiry’projectsweretypicallyconstrainedbyavailabilityofequipmentandresourcesasstudentswereonlyabletopursuetheirowninterestswhentheyhadthemeansbywhichtocollectandanalysedata.‘Openinquiry’projectsweretypicallyconstrainedbyteachers’interestsasintheseprojectstheteacherspresentstudentswiththeproblemorbackgroundinformation.Teachersinthesamplewhoofferedopen,guidedorstructuredinvestigativeprojectsdidsoforarangeofreasons,includingmanagingstafftimeinplanningandresourcingtheprojects,scaffoldingstudents’learningbyconstrainingchoiceandprovidingasatisfyingexperienceforstudentswheretheywouldcollectsufficientdatatoanalysemeaningfullyinthetimeavailable.Allteachersinthesamplevaluedopen-endedinvestigativeprojects,eventhosewhowereobligedtocarrythemoutaspartoftheirspecification(forexample,theIBDiplomaProgrammeandBTEC).

Figure3:Characterisationofprojectsinthesample

12

Figure5:Assessmentofprojects

Figure4:Modeloforganisationwithpartners

Figure7:Optionalityofprojects

Howisopen-endedinvestigativeworkorganised?Theorganisationofopen-endedinvestigativeworkvariedacrossteachersinthesample.Someteacherswereworkinginschoolsorcollegeswhereopen-endedinvestigativeworktookplaceacrossthesciencesorinindividualsubject(i.e.Biology,ChemistryorPhysics)sections.Othersweretheonlyteachercarryingoutopen-endedinvestigativeworkatpost-16,oroneofasmallnumberofscienceteachersintheschool.Justoverone-thirdworkedinpartnershipwithexternalscientistsfromtheinceptionoftheprojectwhereasone-thirdworkedentirelyindependentlyandjustunderone-thirdsoughtadhocsupportfromoutsidetheschool(Figure4).Teachersofferedopen-endedprojectworktopost-16studentsinarangeofways.Inthreecases,projectworkwasarequirementbecausestudentswereassessed(Figure5)fortheIBDiplomaProgramme,theBTECandforaCRESTAward(thelatterofferedasatimetabledsubjectinaschoolwherestudentsarerequiredtodoeitherfourALevelsorthreeALevelsandanothertimetabledacademicactivity).Inaddition,someteachersusedopen-endedinvestigativeprojectstosupportstudentstomeettheCPAC.Mostprojectsinthesamplewereofferedintimetabledclasstime,withonlythreeexclusivelyusingextracurriculartime(Figure6).Thesethreeprojectswereofferedtoallpost-16students,butrequiredbothteachersandstudentstogiveupfreetimeatlunchorafterschoolorcollege.Teachersusedtimeoutsidetimetabledlessonswhentheprojectrequiredscarceequipment,equipmentthatrequiredspecialisttrainingtouse,whereexternalcollaboratorswereinvolved,ortheywantedtotestanapproachtolateruseinlessons.Someteachersrequiredstudentstocarryoutanopen-endedinvestigativeprojecteitherbecauseitwaspartofthespecificationortheirtimetabledrequirements(Figure7)orbecauseitwasdoneintimetabledlessons,eitherforallorforasubsetofstudentsinthelesson.Evenprojectsthatstudentswererequiredtodooftenincludedworkthattookplaceoutsideusualscheduledlessons,e.g.as‘collapsed’daysinthesummerterm.

Figure6:Schedulingofprojects

13

Learningthroughopen-endedinvestigativeprojectsInordertofocusinterviewsonthehow,whyandwhatoflearning,questionnaireresponseswereanalysedtoidentifyasmallnumberof‘bigthemes’associatedwithlearningthroughopen-endedinvestigativeprojects.ThesearepresentedinTable2,alongwiththecontributingdescriptionfoundinteachers’questionnaireresponses.

Centrallearningoutcomeor‘bigidea’

Description

‘Real’science

Thisideareferstothesensethatopen-endedinvestigativeprojectsgivestudentsthechancetofindoutabout‘real’science,orworkmoresimilartothethingsscientistsdo.

Datahandling

Thisideareferstoseveralaspectsofdatahandlingthatareimportantforstudentstolearnaboutincludingevaluationofdataandclaimsbyothers,decisionsaboutdatacollection(includinghowdecisionsaremadeaboutthesuitabilityandadequacyofdata),dataanalysis,interpretationanddatapresentation(forexamplestatisticsandgraphs).

Researchdesign Thisreferstothedecisionsstudentsmakeaboutthemethodstheywillusetocarryoutaprojectthatanswersaresearchquestion.Thisincludesdecisionsaboutexperimentaldesign,themethodsofdatacollectionandanalysis,equipment,safetyandethics.

Stateofthefield Thisidearelatestolearningabouthowknowledgeiscreatedinthediscipline,includinghowtosearch,andreviewtheresearchliteratureandunderstandhowtheirworkcontributestounderstandingthestateofthefield.

Iteration Thisreferstotherepetitiveandrecursive(ratherthanlinear)processlinkingdatacollectionandanalysisduringwhichstudentsmightnoticeunexpectedresults,testprocedures,gainexperienceoftrialanderror,ormakeamendmentstotheirmethods.

Table2:‘Bigthemes’thatteachersintendstudentstolearnthroughopen-endedinvestigativeprojects.Inadditiontoidentifyingcentrallearningoutcomesspecifictoinvestigativework,someteachersusedprojectworkasacontextinwhichstudentscouldapplypreviouslylearntsubjectknowledge,practicaltechniquesormathematicsandstatistics.Therewasanappetiteforthinkingabouthowtobuildprogressioninunderstandingthese‘bigthemes’butteachersfeltthattherewaslittleopportunitytocarryoutinvestigativeworkatKeyStage4.Otherperceivedoutcomesofopen-endedinvestigationsforstudentsreportedbyteachersincludedresilience,confidence,motivation,organisation,independence,presentationandcommunicationskills,timeandprojectmanagement,leadership,problem-solving,improvedattainment,andawarenessofcareersinscience.

14

Enablersofopen-endedinvestigativeprojectsinthecurriculumArangeofenablersofopen-endedprojectworkwereidentifiedbyteachersduringinterviews,andthesearepresentedbelowinspheresofinfluence,startingwiththeteacher,workingouttothesciencedepartment,schoolseniorleadershiptolocalscientistsandfinallynationalpolicy.Scienceteachers’priorexperienceswereanimportantenablerofopen-endedinvestigativework.Somediscussedtheirownundergraduate,postgraduateorindustrialresearchexperience,andothersdrewontheirexperienceofteachingopen-endedinvestigativeworkthroughpreviousversionsofspecifications,mostnotablyOCRSalters’ALevel.Aswellasexperience,freedomtodecidewhattoteachandwhenwasidentifiedasenablingteacherstoplanandconductopen-endedinvestigativeworkwithstudents.Inthesciencedepartment,headsofdepartmentenabledopen-endedinvestigativeworkbyensuringtimetabling,roomallocationandstaffingforthiswork.Theavailabilityofskilledtechnicianswasalsoimportantinsupportingteacherswithfinding,testingandrefiningprocedures,carryingoutandsharingriskassessments,andmaintainingequipment,consumablesandlivingorganisms.Insomecases,techniciansplayedaroleintrainingstudentsinprocedures.Beyondthesciencedepartment,schoolleadersenabledprojectworkbyselectingapost-16curriculumthatvaluesopen-endedinvestigativeworkandallocatingstafftimeandspacetothis,includingtimeforplanning.Projectworkwasalsoenabledwhereschoolandcollegelibrarieswerewell-resourcedandstaffedbylibrarianswhocouldhelpwithliteraturesearchstrategies.Theyalsoenabledprojectworkwherepoliciessupportedteacherstoofferopen-endedprojectswithinorbeyondthecurriculum,andwheresingle-disciplineteachingwasprioritised.Delegationofdecision-makingtodepartmentsoverbudgetspendandwhenteaching‘year13content’startedwasalsoimportantinenablingscienceteacherstocarryoutopen-endedinvestigativework.Thescientificcommunityenabledprojectworkinschools.Thiscameintheformofaccesstoscientificsupport,forexampleinansweringteachers’questions,teacherprofessionaldevelopment,directworkwithstudentsand/orteacherstoplanandcarryoutprojectwork,andtheavailabilityofhands-onsupporte.g.inchemicalanalysis.Grantfunding(particularlywhenitinvolvedteacherbuy-out)alsoenabledteacherstocarryoutinvestigativework.Finally,theassessmentpolicycontexthadaroletoplayinenablingopen-endedinvestigativework.TeachersinthesamplewereconcernedthatpreviousiterationsofinvestigativeworkinGCSEspecificationshadresultedinaformulaicapproach.Theabsenceofinvestigativeworkinspecificationswasalsoseenasproblematic.Whereprojectworkwaswellintegratedintotimetabledlessonsatpost-16,teacherswerefollowingspecificationsthatrequiredthis(theIBDiplomaProgramme;BTEC),wereusingalternativeawardschemes(CREST)orwereusingopen-endedinvestigationstodemonstratethatastudenthadmettheCPAC.TeachersfeltthattheCPACofferedtheopportunityforcreativityintheassessmentofpracticalworkandmultipleopportunitiesallowedteacherstoplanforprogression,movingfromverystructuredpracticalworktoopen-endedinvestigativework.

15

CasestudiesThefollowingsectionpresentscasestudiesfromthetwelveteacherstodemonstratetherangeofopen-endedprojectsundertakenbyteachers.

16

BTECAppliedScienceinvestigativeproject

AlisonAckroydBTECSciencetutor,specialismBiologicalSciencesMidKentCollege

ProjectdescriptionPartoftheBTECAppliedSciencecurriculum.Allstudentschoosetopicsfromthethreemainsciencesubjects,withinreason,dependingonstaffavailabilityforsupervision.Thesemightinvolveapplyingpreviouslylearntproceduressuchastitrationsandaseptictechniques,orusingspecialistequipmentincollege,forexampleusingHPLC(highperformanceliquidchromatography)toanalysecaffeineindrinks.Theprojectsareinternallyassessedandthenexternallyverified.Projectworkiscarriedoutincurriculumtime,butstudentscanuseafreelabifamemberofstaffisavailabletosupervise.

Whoparticipates?AllBTECAppliedScienceLevel3students,intheirsecondyear,aspartoftheirstatutoryassignments.IntendedlearningoutcomesAlisonwantsstudentstolearntosynthesisetheory,toplanprojects,toberesilientanddevelopemployabilityskillsaswellasgainingabroaderperspectiveonscience.Teacher’sroleinsupportingtheprojectAlisonseesherroleprimarilyastimekeeperandhealthandsafetymanager.Sheteachesaboutacademicintegrity(referencingandplagiarism)inpreparationforprojectwork.Shealsoprovideschecksandbalancestoensurestudentsremainfocusedontheirquestion.Adviceforteachersinterestedindoingopen-endedinvestigativeprojectsLookatwhattheprofessionalsocietiesprovide.AlsoinvestigateMOOCs,sciencelearningpartnerships,Twitter,STEMlearningandTeachMeets.

AboutthecollegeMidKentCollegeisoneofthelargestfurthereducationandtrainingprovidersintheSouthEastforpost-16students,offeringBTECScience.Teachersgenerallyteachwithintheirspecialism.PerceivedoutcomesforstudentsConfidenceinthelab,whichAlisonseesasexcellentpreparationforfurtherworkandstudy,aswellasimprovedorganisation,resourcefulnessandcommunication.SchoolsupportThebiologytechnicianplaysanimportantroleinfinding,testingandadaptingappropriateprotocolstoensuretheywork.Alisonhasasupportiveseniorleadershipteaminthattheyhavededicatedtime(inthetimetable),equipmentandhumanresourcestothedevelopmentofnewtopicareas.Theprojectsalsohavededicatedlabspacewithanearbytechnicianandpreproom.

“TechniciansIthinkarekey,ifyoudon’tknowhowtodosomething,oftentherewillbesomebodytherethathasdoneitallbefore,andhaslookedtoseewhatyouhavegotinhouse”

17

CPAC&CRESTAwardsAbaAdebanjo,Chemistryteacher,CRESTAwardlead,CareersCoordinator(STEM)WestminsterCitySchool

ProjectdescriptionAbaprovidesstudentswithopportunitiestodoopen-endedinvestigativeworkthroughoutthesixthform(years12and13)incurriculumtime,andhasalsostartedtoworkwithImperialCollegeonofferingtheCRESTAwardforstudentsinyear12,whichtheycarryoutinanunoccupiedlabintheirfreeperiods.Fortheprojectscarriedoutincurriculumtime,Abamadeaconsciousdecisiontochangethewayshewasteachingrequiredpracticalstointroduceopen-endedness,andplanforprogressioninproblemsolvinganddecision-making.

Whoparticipates?Abamakestherequiredpracticalsopen-endedforallAlevelstudents.SheoffersadditionalCRESTAwardstoallyear12students,with30outof40applyingtotakepart.IntendedlearningoutcomesAbawantsstudentstolearnthejoyofdiscoveryinscience,developproblemsolvingandanalyticalskills,tolinktheorytoexperimentalworkandtounderstandhowtotestahypothesis.Studentshavecarriedoutopen-endedworkonreactionratesandtheidentificationofioniccompounds.SchoolsupportTechnicalsupport-thestudentscanspeaktothetechnicianstorequestanyequipmentfortheirprojectwork.Adviceforteachersinterestedindoingopen-endedinvestigativeprojects

● Teachthetheoryfirstsostudentsunderstand.

● Discusstheusesofequipment.● Makeconnectionswithpriorlearning.

AbouttheschoolWestminsterCitySchoolisacomprehensiveacademy,educatingboysbetweenages11and16,andgirlsandboysaged16-18.StudentsareofferedA-levelspost-16,andteachersteachwithinsubjectspecialism.PerceivedoutcomesforstudentsStudentslearnhowscientistsworkandabouttheimportanceofproblem-solving-it“getsstudentstothinkdifferently”.Abaisalsoconvincedthatithelpsthestudentstorediscoverthejoysofscience,whichshethinkscanbelostthroughtheformulaicnatureoftheGCSEsyllabus.Teacher’sroleinsupportingtheprojectAbatriestoscaffoldstudents’learning,forexamplebyofferingachoiceofequipmentandhelpingstudentstoworkoutwhichisappropriateforthetask.Byyear13,shetriestogettothepointwherestudentscanbegivenaproblemandareabletoapplytheory,designaninvestigationandselectappropriateequipment.ForCREST,sheencouragesstudentstoworkinmixedsciencegroups.Laboratoriesarenotfullytimetabledsostudentscan-andareexpectedto-accesstheseinfreeperiods.

“Ithinkithelpsbetterifstudentshaveitopen-ended,thentheyarenotjustfollowingitlikearecipetobakeacake,buttheyareactuallyunderstandingwhytheyareapplyingcertainpartsinthemethod...studentswillappreciateit”

18

FlyLabDrMariaCourel,HeadofBiologyTheJuddSchool,Tonbridge,Kent

ProjectdescriptionOpenendedinvestigativeprojectworkisofferedaspartofFlyLab,ageneticsprojectinvolvingexperimentswithfruitflies.Year12and13studentsareinvitedtotakepartintheirsparetime.Itisinitsinfancy.Studentsareabletopursuetheirowninterests:theydecidetheproblemorquestion,thetheoryorbackground,thedesignandprocedures,methodsofanalysisandcommunicationofresults,andtheirconclusions.Mariasupervisesprojectsinherlab(openeverydayafterschoolforanhour)andhascreatedaGoogleclassroomtosupporttheproject.

Whoparticipates?Theprojectisofferedtostudentsinyears12and13.Therearecurrentlyabout40studentsinvolved.Mariathinksitis“goodforthestudentstogetexperienceofwhatscienceisactuallylikebefore,orwhilethey’remakingchoices.”

AbouttheschoolTheJuddSchoolisavoluntaryaidedstategrammarschoolforboysaged11-16,andgirlsandboysinthesixthform.Scienceistaughtwithinteachers’specialisms.TheschooloffersAlevelsandtheEPQ.

IntendedlearningoutcomesMariawouldlikestudentstolearnhowtoconductaninvestigationfromstarttofinish:planning,collectionofdataandanalysisofresults.Shewantsstudentsto“appreciatethechallengesandrewardsofcarryingouttheirownindependentresearch.”

PerceivedoutcomesforstudentsFlyLabisinitsearlydays.Mariaexpectsstudentsto“becomemoreconfidentininterpretingdata,identifyingvariables,andappreciatingwhyit’simportantthattheydoitinacontrolledmanner.”

Teacher’sroleinsupportingtheprojectMariaseesherroleassupportingstudentstobecomeindependent.Sheorganisesinputfromexternalexperts,e.g.academicresearcherDrCamillaLarssenfromtheCentreforDevelopmentalNeurobiologyatKing’sCollege,London,andtrainingsessionsonthetheoreticalbackground.Mariaprovidespracticaltrainingonhowtohandleandanalysefruitflies.Shehelpsstudentstodiscussinterestingquestionstopursue,andisthenhands-off,takingherleadfromthestudents.

SchoolsupportMariaworksquiteindependentlyonFlyLabintheschoolcontext.Theprojectisconstrainedbyaccesstolaboratoryequipmentandtechniciantime,andthetypeofinvestigationthestudentscandoisprescribedbyequipmentandresourcesavailableinschool.Healthandsafetyrequirementsinrelationtomaterialsmeansthatitisonlypossibletoworkwithsmallnumbersatatime.

Adviceforteachersinterestedindoingopen-endedinvestigativeprojects

● Don’texpectittobeperfectwhenyoustart-youwilllearnalotthefirsttime.

● Findsomeonewithscientificexpertisetoadviseyou.

“Ihopestudentswillappreciatethechallengesandrewardsofcarryingouttheirownindependentresearchwhichmightinvolvetroubleshooting,unexpectedresults,resultsthatopennewareastoinvestigate.”

19

CRESTGoldAwardinsteadofafourthALevel

MartinHampshirePhysicsteacherBournemouthSchool

ProjectdescriptionOpen-endedinvestigativeworkisbuiltintothetimetable,justasanAlevelsciencemightbe.StudentswhoelecttodoCRESTGoldinadditiontotheirthreeA-levelschoosetheirownproject,followingtheirowninterest,e.g.changesinheartrateduetoexercise.Studentshaveindividualsessions,15minutesperfortnight,duringwhichtheygetpersonalisedsupport.

Whoparticipates?StudentswhotakethreeA-levelshavetochooseanothercoursetofulfiltheschool’srequirementforpost-16studymatchingtheequivalentof3.5A-levels.CRESTGold(startinginYear12)isoneoption.

AbouttheschoolBournemouthSchoolisaselectiveacademyforboysaged11-16,andgirlsandboysaged16-18.StudentsareencouragedtostudyfourALevels,orthreeAlevelswithaCRESTGoldAward,oranadditionalmathematicsorPre-Uhumanitiescourse.

IntendedlearningoutcomesMartinwantsstudentstoseewhatrealscienceisandtolearnthatscienceisaccessibletoeverybody.Healsowantsstudentstogaintheabilitytoevaluatedataandclaims,tocommunicateideasandtoberesilientwheninitialmethodsfail.

PerceivedoutcomesforstudentsMartinbelievesthattheprojectsleadtoimprovedmotivationandattainment,abettersenseofwhatitmeanstodoscience,andgreaterinterestindoingsomethingtechnicalorscientificinthelongerterm.Hehasalsoseenstudentsdevelopasenseofprideintheirinvestigativeprojectwork.

Teacher’sroleinsupportingtheprojectMartinseeshimselfinareactiverole,helpingstudentstoformulaterealisticresearchquestions,tosearchliteratureonlineandrespondwhenstudentscomeupagainstproblems.Heencouragesstudentstokeepalabbook.Adviceforteachersinterestedindoingopen-endedinvestigativeprojectsDon’tunderestimatethetimeandresourceneededtoofferfree-reinonthefocusofopen-endedprojects-studentsmakemistakes,reachdeadendsandwillneedtostartagain.

Schoolsupport● SchoolleaderssupportandvalueCREST.● Technicians’expertise,timeandenthusiasm

forprojects.● Theschoollibrarianteachesadvanced

literaturesearchingusingdatabases.● Space-asmalllabhasbeenallocatedto

projectworkandstoringassociatedequipment.

“forusit’sthatsecondstringandforthemjustmakingthemrealisethatit’snotthatthey’vedonetheexperimentbadlyandit’snottheirfaultorwhateverelsebutthatiswhatthenatureofscientificdataisandbeingabletohandlethatandcopewithit.”

20

NorthernhubfortheInstituteforResearchInSchools

NickHarrisBiologyteacher(alsoworkingwithotherlocalprimaryandsecondaryschools)

ProjectdescriptionNickisresponsiblefortheNorthernhubforIRIS.Post-16studentsareofferedtheopportunitytoparticipateinopen-endedinvestigationsbydoingarealscienceresearchproject(currentlyaboutMotorNeuroneDiseasestudiedinyeast).Regularmeetingsareonehouraweek,outsideschooltime,withpracticalactivitiesrunwhenevertheteacher,technicianandstudentscangettogetherduringtheschoolday.StudentsasktheirownquestionsofdataandparticipateinpracticalstepswithNickduringfreeperiods.

Whoparticipates?AnyA-levelstudentcanparticipate.IntendedlearningoutcomesAlthoughindividualstudentsmaynotbeabletoparticipateateverylevelofthepracticalaspectsoftheproject,Nickwantsstudentstolearnwhatitistobeimmersedinarealresearchexperience,undersupervision.Teacher’sroleinsupportingtheprojectNickspendsmuchoftheprojecttimeondiscussingtheprojectanditsprocesseswiththestudents,andengagingthemwiththedesignoftheexperiments.Hetriestolimitittowhatthestudentsreallyneedtoknowtobeabletoparticipate.Adviceforteachersinterestedindoingopen-endedinvestigativeprojectsJustdoit-ifyouwanttocreateaculture,seminarandjournalclubsarequiteeasytosetupandthereareperksfortheteacherintheformofinvolvementwithexcitingnewscience,whichcanhelpincontinuingtofeelpartofthescientificcommunityandtofeelinspiredtocontinueteaching.

AbouttheschoolTaptonSchoolisacomprehensiveco-educationalschoolforstudentsaged11-18,offeringALevels.Teachersteachwithinsubjectspecialism.PerceivedoutcomesforstudentsNickbelievesthatopen-endedinvestigationshelpstudentstoapplytheirAlevelbiologyknowledgeandtoexpandstudents’horizons.Henotesthatstudentsask“lotsofquestionsaboutwhatcoulditbeandthatwasencouragingsotheyareawareofhavingtothink.”Healsobelievesthatitinfluencestheircareerdecisions.SchoolsupportThereisaperceptionthattheschoolleadershipvaluesresearch,includingintheappointmentofnewteachers.Nickbenefitsfromtechnicalsupportwhenhecarriesoutthepracticalwork.Othersupportingstructuresincludearesearchseminarseriesandjournalclub.

“Theotherteachersintheroomarejustfallingovergoinghowcanyoudothat?Howdoyouhavetime?AndI’mlike,well,ifyouteachthemstuffthat’sbeyondthespecanditreallygivesthemadeeperunderstandingthenactuallythey’vegotatextbook,theydon’treallyneedmetotellthemwhat’sinthattextbookbecausetheycanreaditthemselves.”

21

AntibioticsunlimitedColinInglisBiologyteacherandSTEMcoordinatorBoroughbridgeHighSchool

ProjectdescriptionStudentsfollowtheirowninterests,almostwithoutlimits.Manyprojectsarebasedaroundfindingalternativesforantibiotics,becauseoftheissueofantibioticresistantbacteria.Startingpointishomework,askingrelativesaboutalternativestheyhaveheardabout,orremediestheywouldrecommend.Projectsrunafterschool,onehouraweek.Someprojectsrunformanyyears,drivenbythestudentsastheymoveuptheschool.Projectsarewrittenupandtakentoconferences,notlimitedtostudentconferences,and/orenteredforCRESTSilverAward.

Whoparticipates?Anystudentwhoisinterestedcantakepart,andtheycanworkontheirprojectovermultipleyears.IntendedlearningoutcomesPreparingforafutureinafastchangingpresent,Colinfeels“theydon’tneedtobetaughtknowledge,theyneedtobetaughtthinkingskillsandproblemsolvingskillsandcreativityandtonotbelimitedbythebookandwhateverelse”.Teacher’sroleinsupportingtheprojectBecauseColindoesnotwanttolimitthestudentsinanyway,heoftenfindshimselfoutofhisdepthwiththescienceinitially.Heusesallhisteachingexperienceandpedagogicalknowledgebutallowsstudentstogowheretheprojecttakesthem.

AbouttheschoolBoroughbridgeHighschoolisacommunitycomprehensiveschool,co-educationalforstudentsaged11-18.StudentshaveprovisiontostudyallSciencestoALevelthroughapartnershipwithKingJames'sSchool.PerceivedoutcomesforstudentsAsenseof“researchculture”,and“whentheygotouniversitythey’remoreconfident”.SchoolsupportTechniciansandSMTneededsomepersuadingofthemeritoftheprojectandthetimecommitmentbutwerewonoverbyevidenceofthevalueforthestudents,aswellasColin’sacquisitionoftime-savingequipment.Adviceforteachersinterestedindoingopen-endedinvestigativeprojectsTakingSTEMthroughthelookingglass(https://www.ase.org.uk/system/files/SSR%20September%202017%20017-024%20Inglis.pdf)

“youseethemwhentheyarriveataconferenceandbytheendoftheconferencethey’reaboutsixfoottallerandthey’vegotallthecommunicationskillsandtheconfidence,they’vegotthevocabulary,andthey’rethencommunicatingtheirscienceandtheyarethescientistsforthemoment…givesthemsomethingtotalkaboutwhentheygotointerviewsandapplyforcollegesanduniversities”

22

IBInternalAssessmentPaulMcDaidHeadofScienceTonbridgeGrammarSchool

ProjectdescriptionOpenendedinvestigativeprojectworkiscarriedoutaspartoftheIBDiplomaProgrammeinwhichstudentsarerequiredtocompleteinternalassessment.Thisisbasedononescientificinvestigationlastingapproximately10hours,whichtheschoolschedulesinadayoff-timetablefollowingyear12exams.Lunchtimeandafter-schoolsessionsareofferedtohelpcompletelaboratorywork.Studentsareabletopursuetheirowninterests.ProjectshaveincludedaninvestigationintothedifferenceinwaterhardnessacrosstheUK(thestudentreceivedpostalwatersamplesfromrelativesacrossthecountry)andthecreationoflab-basedmodelofoceanacidificationbyinvestigatingtheimpactofpHonrateofdecompositionofcalciumcarbonate.

Whoparticipates?Almostallsixthformstudents.TheinternalassessmentformostoftheIBDPgroup4subjectsisanopen-endedinvestigativeprojectworth20%oftheirmarkforthesubject.IntendedlearningoutcomesPaulwouldlikehisstudentstolearn“howtoconductpracticalworkusingmanualdexterity”.Healsowantsthemtogain“planningandorganisingskills,abilitytomanipulatedata,reachconclusionsandevaluateprocesses.”Teacher’sroleinsupportingtheprojectPaulseeshisroleassupportingstudentstopursuetheirowninterestsbutatthesametimeensuringthattheprojecttheydesignisfeasible.Paulgivesstudentsthechancetopractiseresearchdesignanddatahandling,andgivesfeedbackonearlyplans.Adviceforteachersinterestedindoingopen-endedinvestigativeprojects

● Allowstudentstheopportunitytocomeupwiththeirownideas.

● Providestudentswithalistof‘triedandtested’practicalsandencouragethemtomanipulatethevariables.

AbouttheschoolTonbridgeGrammarSchoolisaselectivegrammarschoolwithacademystatus,educatinggirlsaged11-16,andgirlsandboysinthesixthform.Teachersteachwithintheirspecialism.TheIBistaughtexclusivelyatsixthform.PerceivedoutcomesforstudentsAccordingtoPaul,themainoutcomesarethatstudentscan“thinkindependently,theyhavetheabilitytoapproachaproblemandfindawaythroughittoseewhetheritactuallyworks.”SchoolsupportPaulidentifiedarangeofsupportthattheschoolprovides,mostnotablyprovidingextendedtimetabledtimeinthesummertermforinvestigativework.“Ithinkthere’llbeaknock-oneffecttoresearchersinthefuture.Yes,notallofourschoolchildrenaregoingtobescientists,butforthatpercentagethatareIthinkit’simportantthatwegivethemanopportunitytodeveloptheirhandlingskills,todeveloptheirskills,butalsotounderstandwhatthey’redoing,andwhy.”

23

SummerwithwoodliceSimonMooreBiologyTeacherWymondhamHighSchool

ProjectdescriptionOpen-endedinvestigativeprojectworkonwoodlousebehaviouriscarriedoutinsummertermattheendofYear12.Studentsspendapproximatelysixweeks(15-18lessons)conductinganinvestigationintowoodlousetaxisandkinesis.Simonintroducedtheprojectsbecausehebelievedthatstudentsweremissingimportantlearningopportunitiesfollowingthemoveawayfrominvestigativeworkinexaminationspecifications.Studentsinvestigatethesamesubjectarea,butaskdifferentresearchquestionsanddesigningprojectsindifferentways.

Whoparticipates?AllALevelBiologystudentsIntendedlearningoutcomesSimonwantsstudentstolearnthevalueofownershipofaresearchquestion,andtoappreciatethechallengeswithdoingresearch.Hethinksitisimportantforstudentstolearntheneedforalargevolumeofdata,howtocontrolvariables,andhowtousestatistics.Teacher’sroleinsupportingtheprojectSimonsetstheprojectupbyintroducingsometheoreticalbackgroundtothebehaviourofwoodlice.Heprovidesstudentswithmethodsandanalyticaltechniques,butstudentsarenotprovidedwiththequestionorproblemtheywillinvestigate,althoughtheycanuseexamplesofinvestigationsfrompreviousyearsasinspiration.Adviceforteachersinterestedindoingopen-endedinvestigativeprojectsSimonencouragesinterestedteacherstofindatopicthatintereststhemandjustgetstarted.

AboutthecollegeWymondhamHighSchoolisan11-18co-educationalacademyinNorfolkwithapproximately1600studentsonroll.Post-16,WymondhamHighoffersALevels.PerceivedoutcomesforstudentsSimonbelievesthattheprojectsenablestudentstounderstandhowtoaskagoodresearchquestion,i.e.tounderstandthescientificcontextandfindoutwhatisalreadyknown.Simon’sstudentslearnhowtomakedecisionsaboutexperimentaldesign.Simonfeelstheprojectsallowstudentstogettogripswithscientificreferencing,andtolearntherelativevalueofinternetreferencesandreferencesfrombooks.SchoolsupportTheschoolofferstechnicalsupportfortheproject(technicianslookafterthewoodlice).Post-16resultsaregood,studentsenjoytheinvestigationsandtheyareperceivedtobeagooduseoftime,whichreleasesthepressuretostartteachingtheyear13courseafteryear12exams.“Idoitbecauseit’stheonlyopportunitythattheygettodoanyrealscience:totakeaproblem,findoutaboutitandthencomeupwithananswer.Whatmattersistheygiveitagoandit’sarealquestionthatnobodyknowstheanswerto.”

24

Redoxtitrations,Salters’styleLisaNivenChemistryteacherAllSaintsRomanCatholicSchool

ProjectdescriptionRedoxtitrationsinvolvingiron.Open-ended,butlimitedstudentchoice-teachersetscontext,studentsworkingroupsandareassignedafoodgroup,afterwhichtheychoosetheirownspecificfoodtoinvestigateindividually.Bake-Offstyleinformation/recipeprovidedtostudents,includingbalancedequation(s)forstoichiometry.Curriculumtime,fortwotothreeweeks,allocatedjustbeforethesummerholidayinyear12.Studentsmayspendadditionaltimeinthelabduringfreeperiods,lunchandafterschool,dependingonlabspaceandsupervisionavailability.

Whoparticipates?AllAlevelChemists,eveniftheydonotpursuethefullAlevel;someofthosedropoutduetoASresultsandtheirfutureplans.

AbouttheschoolAllSaintsRomanCatholicSchoolisacomprehensiveschool,co-educationalforstudentsaged11-18.

IntendedlearningoutcomesLisawantsstudentsto“learntoberesourceful”,andtogetagoodtasteofcollaboration,talkingthroughproblems,andintheprocessofwritingaboutexperimentalwork.Thereshouldbeopportunitiestolearnfrommistakes,andtogainanunderstandingthatthatisacommonandusefultraitinscientists.

PerceivedoutcomesforstudentsBuildacommunityofA-levelstudents,fromwhatweredisparateandseparateclasses.Studentsbuildconfidence,become“morewillingtoaskquestions”.Potentialforpositiveimpactonthestudents’CPACendorsementandthesubstanceofaUCASreference.Openssomestudents’eyestootheroptionsoutthere(e.g.dieticianratherthanscientistordoctor).

Teacher’sroleinsupportingtheprojectFacilitator,withminorscaffolding,sometimesreferringtostudents’labbooksofearlierwork.Signingoffplans,includingriskassessments.Guidanceprovidedonthekindsofquestionsthatneedtobeansweredinareport,butencouragingpeerdiscussionaboutallaspects.

SchoolsupportHeadtechnicianoutlineshealthandsafetyexpectationsatstart,showspossibleequipment,supportswithrestockingsupplyofchemicals.Asupportivedepartment,willingtomovearound,allowsforonelabdedicatedtotheprojects,aslongasitcanbesupervisedbyachemistanddoesnotoverruncapacity(“oneout,oneinpolicy”).

Adviceforteachersinterestedindoingopen-endedinvestigativeprojectsProbablyunwisetotrybeforethesummerterminyear12,asyouneedtoknowyourstudentsfairlywell.Itwouldmakesensetohaveanexample,sayfromSaltersorNuffield,andexpandthat.“Don'treinventthewheel.”

“Don'tbeafraidtotryit.Ithinkthatwouldbethebigthing,isthatit'sveryscarytotrysomethingasbigasthis,particularlyifyou'veneverdoneitbeforeandyoudon'thavesomebodytosupportyou.ButthegainsfaroutweightherisksIthink.”

25

AlegacyofAdvancingPhysicsbeforethelinearexams

SimonPoliakoff,HeadofPhysicsandSpecialistLeaderinEducationDameAliceOwen’sSchool

ProjectdescriptionFollowingthelossofcourseworkfromtheAlevelspecification,thePhysicsdepartmentdecidedtoreintroduceopen-endedprojectsduringtheweeksbeforethesummerholidaysattheendofyear12.Studentschosefromaroundadozenprojectsonwhichtobasetheirowninvestigations,fromnewcontextsforunderstandingsimpleharmonicmotiontotheHalleffect.Theyworkindividuallyorasapair.Studentshaveanhourlongintroductorysession,fivehoursofpracticalworksupplementedbyhomeworkthentwohourstocreateaconference-styleposter.

Whoparticipates?AllA-levelphysicistsparticipate.Theschool’sbiologyandchemistrydepartmentsdonothavealegacyofopen-endedcourseworkaspartoftheirearlierspecification,anddonotcurrentlyoffersimilarprojectswithbiologyorchemistrystudents.

AbouttheschoolDameAliceOwen'sSchoolisapartiallyselectivemixedacademysupportedbyTheWorshipfulCompanyofBrewersoftheCityofLondon.ThesixthformcurriculumcomprisessolelyofAlevelsandteachersteachwithinspecialism.

IntendedlearningoutcomesSimonintendsstudentstolearnhowtomanagetheirtimeovermultiplepracticalsessions,howtoprogressaninvestigationbeyondaninitialplan,howtochoosesuitablegraphstoplotandtestrelationshipsandhowtopresentaconference-styleposter.

PerceivedoutcomesforstudentsExamplesofoutcomescorrespondedwithwhatstudentsneededtosucceedatAlevel,butmorebesides.Simonfeltthatstudentsgainedexperienceinmakingdecisionsabouttheirprojectandmanagingtheirtimeoveralongerproject.

Teacher’sroleinsupportingtheprojectSimonstartsstudentsoffwithaquestionandsomesuggestedreferences.Heseeshisroleasaguidethroughtheproblemsthatmightcropup,eitherfromasub-optimaldesignorfromsub-optimalresults.SimonsharespossibleprojectsviaGoogledrive,readsplansinadvance,speakstostudents,providestrainingwhereneeded,troubleshootsandteachesrelatedpracticalssothatstudentscanplantheirownmethodforarelatedquestion.

SchoolsupportAllphysicsteachersareinvolvedwiththeopen-endedprojects,workingtogethertopreparetheprojectsandsupervisestudentswithsupportfromagoodspecialisttechnician.RemovalofASexamshasprovidedatimeforstudentstodotheirinvestigationsandfreedomfromhavingtodoinvestigationsascourseworkhasenabledteacherstosupportawiderrangeofprojects,andgivenmorescopeforstudentstoiterateandgreaterflexibilityinhowfindingsarepresented.

Adviceforteachersinterestedindoingopen-endedinvestigativeprojectsItiseasiertostartbyhavingalistof10-12suggestedtitlesandreferences,becausestudentsoftenstagnatewhengivenacompletelyopenchoice.

“It'snownolongeracoursework,thoughwewereusingitasfurtherevidenceoffeedbackcriteriaastheinvestigativeskillsasthepracticalendorsement.”

26

Plantingideasinplantbiologyandpsychology

RichardSpencerHeadofScienceMiddlesbroughCollege

ProjectdescriptionRicharddoesdifferentprojectseachyear,dependingonhisinterestsandopportunitiesavailableatthattime.TheprojectthatranthisyearwaslinkedtoavisittoDilstonPhysicGardenwiththeRoyalSocietyofBiologyandtheSAPSplantsummerschool.Ittookplaceforanhouraweekoveraperiodofabout4months,inparallelwithfieldworkplanning.Studentsweregivenexperienceofexperimentaldesignandopen-endedinvestigativeworkinthecontextofherbalteas,oilsortincturesandtheninvestigatedtheeffectofherbalessentialoilsonmemory.RicharddesignedtheprojectincollaborationwithDrNicolettePerry,apharmacognosistanddirectoratDilstonPhysicGarden,followingadiscussionaboutmemoryandplantessentialoils.

Whoparticipates?Alevelbiologystudents.IntendedlearningoutcomesRichardwantshisstudentstolearnabout“realscienceandtoexperiencehowresearchraisesfurtherquestions,howtodesignaresearchprojectthatisfeasibleandhowtoprocessdata”.Teacher’sroleinsupportingtheprojectRichardsaysthat“firstandforemostyouhavetobeenthusiasticaboutityourself.”Todothat,Richardfeelstheneedtohavegoodbackgroundknowledgehimself.Richardpresentsstudentswithabriefandarelatedresearchstudy,andthenstudentsdecideontheirquestion,methodandallthatfollows.Richardshareshisexperienceinresearchsciencewithstudents,empathisingwhentheyexperienceproblems.Adviceforteachersinterestedindoingopen-endedinvestigativeprojects

● “Taketheriskandtheresultswillspeakforthemselves.”

● Useopen-endedprojectstodevelopCPACrelatedskills.

● Workinpartnershipsothatyouhavesomebodytohelpwiththedevelopmentandshareideas.

AboutthecollegeMiddlesbroughCollegeisalargefurthereducationcollegeforstudentsagedover16.Thereare14,000studentsonroll.Awiderangeofpost-16sciencecoursesareoffered,includingAlevels,vocationalcoursesandapprenticeships.Richardteacheswithinthesixthformdirectorate.PerceivedoutcomesforstudentsRichardidentifiedarangeofgainsforstudentsincludingdevelopinganinterestinandenthusiasmforscience(particularlyplants),tounderstandinghowresearchworksandmakingAlevelcontentmoremeaningful.Richardalsoidentifiedmoreinstrumentalgains,includingdistinctiveexperiencesthatcanbeusedinUCASapplications.SchoolsupportRicharddoesnothaveprotectedtimeforcarryingoutprojects:hesqueezesprojectsintohissparetimeandclasstime.Techniciansprovidesupportindesigningnewapproachestopracticalworkandadviceonhealthandsafety.“Tobeagreatteacheryouhavetobeagreatlearnerandyourstudentsneedtoseethatyou’relearning…that’soneofthemostimportantthingsaboutinvestigativework.You’renotjustdoinganexperiment:you’reexploring;you’refindingouttogetherandyoudon’tknowwhattheresultswillshow.”

27

RealWorldChemistryStuartStrathdeeGreenheadCollegeHuddersfield

ProjectdescriptionOpenendedinvestigativeprojectworkisofferedthroughRealWorldChemistry,anenrichmentprojectopentoallyear12and13students.StudentsranktheirpreferredprojectsfollowingshortpresentationsfromtheUniversityofHuddersfield’sSchoolofAppliedSciences.Stuartthenmatchesupstudents’interestswitharesearchgroup,payingattentiontomakingsureeachgrouphasstudentsindifferentyeargroupswithdifferentstrengths.Studentsworktogetherwiththeuniversitystafftoreviewresearchandsomecarryoutdatacollectionintheirareaofinterest.Theseincludedprojectsoncarboncaptureandindustrialprocessesandsafety.Projectstypicallyinvolvestudentsworkingacrossdisciplines,forexampleaprojectonsolarcellsinvolvedapplyingknowledgeofelectronics,organicchemistry,andpolymers.

Whoparticipates?Sixthformstudentsinyears12and13workingroups.In2017/18,28studentsparticipated.Ofthese,24arenowstudyingforSTEMrelateddegrees.UsingALPS,thesestudentsmadeoutstandingprogress(highgrade2).

AboutthecollegeGreenheadCollegeisasixthformcollegeeducatingyoungpeopleaged16-18,primarilyofferingAlevelaswellastheExtendedProjectQualification.Therearecurrentlyabout880studentsstudyingAlevelchemistry.

IntendedlearningoutcomesStuartwantsstudentstolearnresearch,analytical,presentationandteam-workingskills,aswellastogainanappreciationofinterdisciplinarityandofchemistryintheworld,inrelationtothepolitical,economic,social,technological,legalandenvironmentalcontext.

PerceivedoutcomesforstudentsStuarthasseen“massiveboostsinconfidence”andhashadmanystudentsgoontoSTEMdegrees.Stuartreportsthattheprojectshelpstudenttoworkaspartofagroup,topresentfindingsinaprofessionalsettinganddevelopemployabilityskills.

Teacher’sroleinsupportingtheprojectStuartseeshisroleasafacilitatoroftheprojects,makingsurethattheyaremakingprogresseachweekandliaisingwiththeuniversity.Stuartteachesstudentshowtofindabstractsusingpublicdomainsearchengines,howpeerreviewworks,andhowtojudgethevalidityandreproducibilityofresearchstudiesandsupportsstudentstointerpretscientificpapers.

CollegesupportThecollegedaycurrentlyallowssomeextranon-contacttimeforstafftodevelopnewenrichmentactivities,andallteachersareexpectedtocontributetoanextracurricularactivity.Theintellectualspacetofocusontheprojectcomesfrombeingabletospecialiseasateacherofchemistryandtodiscussideaswithchemistryspecialistcolleagues.

Adviceforteachersinterestedindoingopen-endedinvestigativeprojects

● Organiseregulartimetabledmeetings.● Involveacolleaguetoshareworkand

ideas.● Sharegoalswithpartnerorganisations.

“Ithinkit’sreallyimportanttheyrealisehowcollaborativeandhowinterconnectedallrealresearchis.[RealWorldChemistry]didmakethemrealisehowmanypeopleandhowmanydifferentfieldscontributetoadvances.”

28

Meetingthechallengesassociatedwithopen-endedinvestigativeprojectsTeachersinallschoolsandcollegesidentifiedchallengesthattheyhadexperiencedthemselves,orthatcolleagueshadsharedwiththeminrelationtodoing(ornot)open-endedinvestigativeprojects.Thesefellintothreemaincategories:challengesassociatedwiththeexternalpolicycontext,thestudentexperience,andschoolinfrastructure.Theteacherswespoketotendedtofocusonsolutionswhentheywereaskedtoidentifybarriersorchallenges.Thechallengeshavebeenmatchedwithresponsesfromteacherswithinthesample,demonstratingdifferentapproachestoovercomingperceivedandactualchallengesassociatedwithofferingopen-endedprojects.

Challengesassociatedwiththeexternalpolicycontext

Challenge Response

CurriculumandassessmentOpen-endedinvestigationsarenotthoughttobevaluedinthewayscienceisexamined.Teachersreportedthatassessmentregimesoftenencourage‘spoonfeeding’andasaresultstudentsstruggletothinkcriticallyandunderstandscientificmethods.

● Teachacurriculumthatvaluesopen-endedinvestigativework(e.g.theIBorBTEC).

● Valueinvestigativeworkbytimetablinglessonsleadingtoarecognisedaward(e.g.CREST).

● Useopen-endedinvestigationsasevidenceforstudents’practicalendorsement.

● Encouragecriticalthinkingandengagementwithscientificmethodsinalow-riskcontextthroughopen-endedinvestigativeprojects.

HealthandsafetyManymorestudentswanttoparticipateintheprojectsthanasingleteachercancopewithforsomeprojectswhereproceduresarehazardous.Projectswhichgivestudentsfreechoiceovertopicanddesignrequireindividualriskassessments,whichisanadditionalworkloadforteachers.Newinvestigationareasrequiretriallingandnewriskassessments.

● Carryoutsomestepsasanextra-curricularactivitywithasmallnumberofstudents

● Constrainchoicee.g.toasmallnumberoftechniques.

● AskCLEAPSSandequipmentmanufacturersforsupportwherebeyondtheusualscope.

● Moreexperiencedcolleaguessupportedlessexperienced.

● Testideasoutaloneorwithatechnicianduringtheholiday.

● AsktechniciansorPGCEstudentstosearch,testandrefineprocedures.

FundingforstafftimeLackofacknowledgementorrecognitionforteacherandtechniciantimeindepartmentalandinstitutionalworkloadmodels,andfundingmodels,includingschoolfundingandgrantsforprojectworkinschools.

● Teachersrespondedbyworkingvoluntarybeyondtheirtimetabledhours.

● Oneteacherhadbeeninvolvedinalargerscaleprojectthatpaidforteachertime.

● Treatopen-endedprojecttimeasanyothertimetabledsubject.

● Encouragestudentstowriteaboutopen-endedinvestigationsinUCASapplications.

● Relieveteacherswhorunopen-endedinvestigationsfromduties.

29

Challengesassociatedwiththestudentexperience

Challengeidentified Response:whatteachersdid

Theacademicdemandofprojectscanbeseentobeadistractionfrommeetingexamspecificationrequirements.

● Treatinvestigationsasameansbywhichstudentscanapplyknowledgeanddevelopadeeperunderstandingofspecificationcontent,particularlyinrelationtotheexaminationof‘requiredpracticals’.

● UseprojectstodemonstratethatstudentshavemettheCPACfortheirpracticalendorsement.

● Teachersarguedthatopen-endedinvestigativeprojectshadapositiveimpactonattainmentatAlevelandontheirabilitytomakemoreinformedcareerdecisions.

● Useschooldatasets(e.g.ALPS)tocomparecohortsdoingprojectworkwiththosewhoarenottomonitorimpactonattainment.

Itcanbechallengingforstudentstocopewithandinterpretunexpectedresults.Somestudentsfindthisdifficult,orevendemoralising.

● Empathisebysharingtheirownexperienceofinvestigationsinindustryoracademia.

● Demonstratethattheyarelearningoutsidetheircomfortzonetoo.

● Explainthisasacharacteristicofdoingrealscience.

Thelevelofmathematicalorstatisticaldemandwasoftengreaterthanhadbeentaught.

● Provideworkbooksapplyingmathematicsandstatisticsinscientificcontextsfromthebeginningofthecourse.

● Teachstatisticsandaskstudentstoapplyinnewsciencecontextsthroughopen-endedprojects.

Studentssometimesstruggletounderstandscientificmethods.

● Useopen-endedinvestigativeprojectsasawayofteachingaboutrealscience,researchdesign,datahandlingandanalysis.

● Encouragecollaborationbetweenstudentsindifferentyeargroupsbyofferingafter-schoolsupport.

Motivationattheendofyear12insummer.

● Offeranopen-endedprojectwherestudentshavefreedomtoinvestigatesomethingofinteresttothem.

Instrumentalapproachestolearning,somestudentsreluctanttolearnbeyondthespecification.

● Useopen-endedinvestigationsasevidenceforstudents’practicalendorsement.

● Modelenthusiasm,loveoflearningandinterestinfindingoutabouttheworldorsolvingaproblem.

StudentsareverygoodatrecallbuthavehadlittlepracticeathandlingdataatGCSE.

● Createopportunitiesforstudentstoexperiencedatahandlingthroughlow-riskopen-endedinvestigativeprojects.

Notallstudentscanaccessextracurricularprojectwork.

● Createopportunitiesforprojectworkinclasstime,particularlyattheendofyear12.

30

Challengesassociatedwithinfrastructure

Challenge Response:whatteachersdid

Scientificliteratureandothersourcesareofteninaccessibletostudentse.g.recentpapersarebehindpaywalls.

● Collaboratewithuniversitycolleagues,whoprovidedaccesstostudents.

● SubscribetojournalssuchasChemistryReview.

Accesstoexternalpartners. ● ThoseincitieswereabletodrawonSTEMAmbassadorsanduniversityscientists.

Equipmentavailableinschoolconstrainsstudents’approach.

● Seekinternal(e.g.PTA)andexternal(e.g.RoyalSociety)funding.

● Liaisewithalocaluniversity.● Askforequipment(e.g.ex-displaymodels.)

Space.Manyschoolsandcollegeswerepreviouslyabletouseasparelaboratoryforprojectwork.

● Designateasinglelaboratoryasa‘projectlab’forpartoftheyear;protectthisinthetimetable.

● Redeploysmallclassroomsnolongersuitableforlargerclasssizes.

Time-boundedness.Fittingextendedinvestigativeworkintotimetabledlessonsischallenging.

● Requestadditionaltimetablinginthesummertermwhenstudentsareoftenoutofclassdoingexams,ontripsorconductingfieldwork.

● Encourage‘kitchen’orhomescience,withstudentsbringingdataorsamplestoschool.

Studentnumbers.Open-endedprojectsgeneratealotof(different)questionsfortheteacher;specialistequipmentcannotbeusedbylargenumbersatonce;consumablesareexpensiveforlargecohortsofstudents.

● Startsmallbyofferinganoptionalprojectorclub,moveintotimetabledtimeasexperienceisgained.

● Allocateaweeklyslotwhenstudentsarefreeandinvolveothercolleagues.

● Involveotherteachersofthesamesubjecttoco-planandsharesupervisionduties.

● Enlisttechnicians,visitingstudents,PGCEstudentsandNQTstosupportstudents’projects.

● Constrainchoice:identifyfamiliarproceduresthatcanbeadaptedtonewcontexts.

● Allowpairorgroupwork.● Rotateprojectworkwithothernon-practical

workduringthesummerterm.

Technicians:someschoolshavefewtechnicians,orahighturnover.

● Trainstudentstodotheirowntechnicalwork.● Makethecaseforgreatertechnicalsupport.

Teacherinexperienceorlackofexpertiseinstudents’areasofinterest.

● Shadowamoreexperiencedcolleague● Seeksupport,e.g.fromlocaluniversitiesviaan

outreachofficerorSTEMambassador.● Modellearningalongsidestudents.● Transferresponsibilityformostoftheworkto

students-adoptaresponsiverole.

31

Subject-specificobservationsMostteachersinthesampletaughtwithintheirspecialismatkeystage4andabove,andtheprojectstheyofferedpost-16tendedtobewithinspecialism.Here,subject-specificconsiderationsarediscussed.Teacherswhoofferedprojectsthatcutacrossspecialismstendedtoworkwithotherswithcomplementaryexpertise,whetherresearchersworkinginauniversitycontextorteacherswithadifferentscientificbackground(mostnotablypsychology).

BiologyprojectsAdistinctivefeatureofsomebiologyprojectswasthattheyinvolvedworkingwithlivingorganismsincludingbacteria,flies,woodliceandhumansubjects.Thisraisesanumberofissuesforteachers,mostnotablytheethicalissues,andthehealthandsafetyconsiderationsneededinordertohouseandcarryoutresearchonlivingorganisms.Someprojectshadresultedinnovelsolutionstodealingwithhealthandsafetyissuesthathadarisenduringopen-endedinvestigativeprojectwork.Havingownershipofalabwasanimportantenablerofbiologyprojectsasthisallowedtheteacherresponsibletostoreresourcessuchasapparatusbetweenusewithstudents.Teachersidentifiedstudents’statisticalknowledgeasaconceptualdemandofbiologicalprojects.

ChemistryprojectsForchemistryprojects,thelegacyofspecificationsrequiringopen-endedinvestigativeprojectswasevident,withteachersdrawingontheirexperiencesofsuccessfulSACprojects.Althoughhealthandsafetyconsiderationswereimportantacrossallprojects,thiswasmostnotableinchemistryprojects.Indeed,thedemandofriskassessmentsforopen-endedprojectswasidentifiedasoneofthekeyreasonswhychemistryprojectswerenothostedinaschoolwheretheywereofferedinothersciences.Chemistryteachersinthesampledealtwithworkloadassociatedwithriskassessmentsinanumberofways,forexamplebyconstrainingstudents’choiceofprocedureandreagent,orinvolvingtechniciansandotherteachersinprojects.Similarly,accesstospecialist(andoftenexpensive)analyticalequipmentwasimportantforchemistryprojects,anduniversitiesplayedaroleinprovidingaccesstoequipmentorofferinganalysisofsamplesforschoolstudentsconductingopen-endedinvestigativework.Forprojectsusingonlyschoolequipment,theset-upandclear-awaytimeneededforwetchemistryprojectswasanimportantconsiderationgiventimetablingconstraints.Mathematicaldemandappearedintheseprojects,mostnotablyforstoichiometriccalculationsandlogarithms,andsometeachershadbuiltappliedchemicalmathematicsintotheirAlevelprogrammesasaseparate,independentstrandofwork.

PhysicsprojectsThelegacyofexamspecificationsrequiringopen-endedinvestigativeprojectswasevidentforsomephysicsteachers,whowerebuildingonthelegacyofSHAP.Theyconstrainedchoice,allowingstudentstoselectprojectsofvaryinglevelsofdemandintermsofsubjectknowledgeormanipulativeskill.Alsoimportantforthephysicsprojectswasmathematicalcompetence.

32

ConclusionsandlimitationsThisreportdrawsoncasestudiesasmallsampleofteachersdoingopen-endedinvestigativeprojectwork.Open-endedinvestigativeprojectsaredefinedastasksinwhichstudentsdesignanexperimenttotestagivenquestion,carryitoutandinterprettheresults,allwithinafixedtimeperiod(Gatsby,2017).Allteachersinthesamplevaluedopen-endedinvestigativeprojectworktotheextentthattheywerewillingtodedicatetheirownnon-directedtime,andindeedpersonaltime,tosupportingit.Teachersallowedallstudentsintheirschooltoaccessopen-endedinvestigativeprojects,regardlessofpriorattainment.Howdoscienceteacherapproachestopractical,open-endedandextendedinvestigativeprojectsvary?Allprojectswereuniqueinoneormoreofthefollowingdimensions:subject,extentofopen-nessforstudents,useofexternalsupport,durationoftheproject,amountofclasstimededicatedtotheproject,involvementoftechnicalstaff,useofresearchliterature,assessment,andpresentationoffindings.Wheretheycould,teachersfoundwaystoformallyrecognisetheirstudents’work.Whatdoteacherswantstudentstolearnbycarryingoutopen-endedinvestigativeprojectsinscience,andhowdotheybringthisabout? Teachershadclearintendedlearningoutcomesforopen-endedinvestigativeprojectwork,mostsignificantly,learningtodo‘real’science,understandingthestateofthefield,researchdesign,datahandlinganditeration.Eachteacherhadadditionallearningoutcomescorrespondingtotheirspecificproject.PreparationforuniversityandtheUCASprocesswasalsoimportant.Teacherstendedtointroducethecontextattheoutsetandmovetowardsahands-off,responsivemodeofteaching.Someteachersscaffoldedpracticalworkoveryear12towardsindependentinvestigativework. Howdoteachersseetheirroleinsupportingstudentstocarryoutopen-endedinvestigativeprojectsinscience? Teacherssawtheirprimaryroleinplanningandintroducingtheproject,facilitatingstudentchoiceandlearning,ensuringriskswereminimisedandthattheworkcompliedwithhealthandsafetyrequirements,networkingwithexternalorganisationsandrespondingtostudents’needs.

Whatenablessuccessfulprojectworkinschoolsorcolleges,andwhatbarriersexist? Commonbarrierstoopen-endedinvestigativeprojectworkincurriculumtimewereteachertime(requiredofteacherstoplanprojects,assessrisksandsupportstudentsonanindividualorgroupbasis),schooltimetabling,thelevelofdemandforstudents,studentmotivation,andinstrumentalattitudes,wherebyactivitieswerevaluedinrelationtohowlikelytheyarethoughttoinfluenceexaminationsuccess.Forsome,lackofteacherexpertisewasconsideredabarrier.Resourcessuchasaccesstoliterature,labspace,equipment,technicalsupportandexternalexpertisealsoactedasbarriers,particularlyinsomelocations.Allteachersinthisstudyhadfoundwaysofnegotiatingbarriers. Enablersofopen-endedinvestigativeworkrelatedtotheteacher(experience,freedom),thedepartment(availabilityoftechnicalsupport),seniorschoolleadership(resources,policies,deploymentofstaffandspace),specifications,andexternalsupportandrecognition(STEMambassadors,CRESTAwards,grantfunding).

33

Itwasdifficulttofindteacherswhocarryoutprojectworkinclasstime,andasaresultthereportdrawsonasmallnumberofteacherswhowerecurrentlydoingopen-endedprojects.Noteachersinthesamplediscussedopen-endedinvestigationsinthecontextofoutdoorlearningorfieldwork;norbasedlargelyinuniversityoutreachlaboratoriesnorascontributingtoanEPQ.Onlyteachersinstateschoolswereincludedinthesample,andallwereworkingininstitutionsgraded‘good’or‘outstanding’byOfsted.Allhadatleast5years’experience,withthemajorityhavingmorethanten.Alloftheteachershadnegotiatedchallengessuccessfullytogreaterorlesserdegrees.Therearelikelytobeteachersinmorechallengingcontexts,withlessexperiencewhoexperiencedifferentbarriers.

34

RecommendationsTeachersPracticalsuggestionsformakingopen-endedinvestigativeprojectspossible:

● Useopen-endedprojectsasawayofteachingrequiredpracticalsandprovidingopportunitiestomeettheCPAC.

● Planinadvance:identifygoodcandidatepracticalsthatcanbemadeopen-ended.AskaPGCEstudentorNQTtohelpwiththiswork.

● Takeitslowly-tryitwithonegroupandworkthroughanyteethingproblems.● Enlisttechnicalsupportinrefiningprocedures.● Whenyougetstuck,contactascientist-universitiesaregenerallywillingtohelpteachers.● Students’workcanberecognisedwithCRESTAwards-thiscanhelpconvinceschool

leadershipthatopen-endedinvestigationsarevaluable.● Requestdifferenttimetablingarrangementsforthesummertermtofacilitateextended

investigations.SchoolsSchoolscantakeanumberofstepstomakeopen-endedinvestigativeworkpossible:

● Adoptcurriculathatrequireopen-endedinvestigativework. ● Ensurethestaffing,estateandfundingofsciencedepartmentsisadequatetoprovide

opportunitiesforopen-endedprojectwork. ● Givescienceteachersautonomy,particularlyafterexaminations(wheretheyexist)inthe

lowersixth(year12). ● Valueteachertimebytimetablingopen-endedinvestigativeworkandcountinginworkload

models. ● Adoptflexibletimetablingmodels,e.g.allowingforperiodiccollapseddaysforopen-ended

projectworkandreleasingteacherstoplanandsuperviseprojects. ● Fundtechnicalsupportforopen-endedinvestigativework.● Encourageteachingwithinspecialism,andspecialisttechnicalsupport.

SystemsAnumberofsystemicchangesarelikelytosupportmakingopen-endedinvestigativeprojectspossible:

● Teacherandtechnicianbuy-outforcollaborativeprojectscouldbefunded. ● Inclusionofopen-endedandextendedinvestigativeworkinexaminationspecifications. ● Extend/formalisenetworks(ofpeople,portableequipment)acrossEnglandtoensurethat

schoolsinallareashaveaccesstoSTEMexpertise. ● Workwithexaminationboardstodevelopexemplarmaterialfordemonstratingstudents

meettheCPACthroughopen-endedinvestigativework. ● Commissionresearchtoinvestigatetheimpact(ifany)ofopen-endedinvestigativeworkon

post-16attainment.

35

ReferencesBennett,J.,Dunlop,L.,Knox,K.J.,Reiss,M.J.,&TorranceJenkins,R.(2018).Practicalindependentresearchprojectsinscience:asynthesisandevaluationoftheevidenceofimpactonhighschoolstudents.Internationaljournalofscienceeducation,40(14),1755-1773.BuckL.B.,BretzS.L.andTownsM.H.,(2008),CharacterizingtheLevelofInquiryintheUndergraduateLaboratory,JournalofCollegeScienceTeaching,38,52-58.Cramman,H.,Kind,V.,Lyth,A.,Gray,H.,Younger,K.,Gemar,A.,Eerola,P.,Coe,R.&Kind,P.(2019)'Monitoringpracticalscienceinschoolsandcolleges.',ProjectReport.DurhamUniversity,Durham.TheGatsbyFoundation(2017)GoodPracticalScience.London:TheGatsbyCharitableFoundation.

Gott,R.andDuggan,S.(1995)InvestigativeworkintheScienceCurriculum.Buckingham:OpenUniversityPress.

Loughran,J.,Berry,A.,&Mulhall,P.(2012).UnderstandingandDevelopingScienceTeachers’PedagogicalContentKnowledgeVol.12.SpringerScience&BusinessMedia.

36

Appendix1QuestionnaireTeachingthroughopen-endedinvestigativework(AdaptedfromGoogleForms)AresearchteamfromtheDepartmentofEducationattheUniversityofYorkiscarryingoutaprojectontheteachingofopen-endedinvestigativeprojectworkwithpost-16students.Weareinterestedinfindingoutwhatteachersintendstudentstolearn(andhowtheydesignlearningexperiencestoachievethis)whentheydoopen-endedinvestigativeworkwithpost-16students.Byopen-endedwemeanthatalthoughtheoutcomesmaybeknowntotheteacher,theyarenotknowntothestudents.Theresearchwillinvolvethefollowingbriefsurveyincombinationwithsemi-structuredinterviewstobeheldlaterthisyear.Ifyoudoopen-endedinvestigativeworkwithyourstudentsandareabletohelpbytakingpartinaninterviewlaterthisyear,pleasewouldyouanswer(briefly)thequestionsonthissurveyusingshortsentencesorbulletpoints.PleasedirectquestionstoDr.MariaTurkenburg(maria.turkenburg@york.ac.uk)orDr.LyndaDunlop(lynda.dunlop@york.ac.uk).

1. Whatconceptsorideasisitimportantforstudentstoknowinordertodosuccessfulopen-endedinvestigativework?

2. Whatdoyouintendstudentstolearnthroughopen-endedinvestigativework?3. Pleasestatewhetherornotyouprovidethefollowingtothestudent(s)whenyoudoopen-

endedinvestigativeworkwiththem.Forexample,ifstudentswereresponsiblefordevelopingtheirownprocedures,select‘NOTprovidedtostudents’for3.Below.

Providedtostudents NOTprovidedtostudents

1.Problem/Question

2.Theory/Background

3.Procedures/Design

4.Analysisofresults

5.Communicationofresults

6.Conclusions

4.Ifyouarehappyforustoinviteyoutoafollow-upinterview,pleaseselect'Yes'below.

● Yes● No

Thankyouforyourtime.Yourresponsestothesequestionswillinformtheinterviewquestionsweasklaterintheyear.Ifyouwouldbecomfortabledoingso,pleaseforwardthelinktothissurveytoanyoneyouknowofwhocarriesoutopen-endedinvestigativeworkwithstudents.

37

Appendix2InterviewguideContextualquestions

● HowlonghaveyoubeenteachingAlevelscienceinEngland?● Whatdoyouconsideryourspecialism?WhatisyourhighestqualificationintheAlevel

sciencesubjectyouareteaching?● Whatexamboardspecificationdoyoufollow?Why?Doyouhaveexperienceofothers?

Questionsaboutwhatteachersdotosupportlearning(foreachkeyideaidentifiedfromthepre-interviewquestion:‘real’science;datahandling;researchdesign;stateofthefieldanditeration)

● Whyisitimportantforstudentstolearnthis?● [Howdidyoulearntodothis?Wherewouldyougotofindoutmoreaboutthis?]● Whatelsedoyouknowaboutthisthatyoudon’tintendstudentstoknowyet?● Whatarethedifficultiesorlimitationsforateacherassociatedwithteachingthisidea?● Whatknowledgeaboutstudents’thinkinginfluenceshowyouteachthisidea?● Whatteachingproceduresorstrategiesdoyouuse?Whatareyourreasonsforusingthese?● Whatotherfactorsinfluencehowyouteachthisidea?Forexample,knowledgeabouthow

studentsthinkorhowtheylearnscienceinfluenceshowyouteachthisidea?● Whatstrategiesdoyouusetoascertainstudentunderstandingorconfusionaroundthis?

Questionsaboutthepracticalopen-endedextendedinvestigativeproject

● Pleasedescribethenatureofthepracticalopen-endedextendedprojectsyoudowithsixth-formstudents.

● [askforexamplesofstimulusorothermaterialsprovidedtostudents]● [Remindofresponsestolevelsofinquiryquestion]

○ Forthedimensionsthatwereprovided,howaretheyprovided?○ Forthosethatarenotprovided,howarestudentssupportedtodothis

independently?● Howlonghaveyoubeendoingthese?● [ifinan11-18school]isprojectworkcommoninscienceatKS3andKS4?● Whydidyoustartdoingthese?Whydoyoucontinue?● Doyouexpectthewholeyeargrouptoundertakeprojectsorjustsome?Ifitisoptional

whichstudentstendtochoosetodothemandwhy?● Isthereanyconceptualknowledgerequiredforstudentstoparticipateintheproject?How

dotheygainthis?● Howdoyouseeyourroleinpracticalopen-endedextendedinvestigativeprojects?● Howdoyousuperviseandmanagethese?● Howdoyouworkwithothermembersofthesciencedepartment,orschool,todeliverthis

(teachers,technicians)?● Howdoyouknowtheextenttowhichyouhavebeensuccessfulinpromotinglearning?

[probehowtheyassessstudents’knowledgeorpractice–ifyoudoassessstudents]

38

Concludingquestions

● Whatadvicewouldyougivetoateacherconsideringdoingtheseprojects?● Whatconditionsdoyouthinkareneededforpracticalopen-endedextendedinvestigative

projectstobesuccessful?[mightneedsomeprobeshere–facilities,technicians,teacherCPD,expectationsofawardingorganisations…]

● What,ifany,challengeshaveyouexperienced?(How)didyouovercomethese?● Whatcanstudentsdodifferentlyasaresultofcarryingoutpracticalopen-endedand

extendedinvestigativework?● Howdoyouseepracticalopen-endedextendedinvestigativeprojectscontributingtothe

aimsofpost-16scienceeducation?● Isthereanythingelseyouwouldliketotellusaboutpracticalopen-endedextended

investigativeprojects?

Notesonkeyideas

Thesearethekeyideasthatteacherswhoparticipatedinthequestionnaireidentifiedasintendedlearningoutcomesofopen-endedinvestigativeprojectwork.

RealscienceThisideareferstothesensethatopenendedinvestigativeprojectsgivestudentsthechancetofindoutabout‘real’science,orworkmoresimilartothethingsscientistsdo.DatahandlingThisideareferstoseveralaspectsofdatahandlingthatareimportantforstudentstolearnaboutincludingevaluationofdataandclaimsbyothers,decisionsaboutdatacollection(includinghowdecisionsaremadeaboutthesuitabilityandadequacyofdata),dataanalysis,interpretationanddatapresentation(forexamplestatisticsandgraphs).ResearchdesignThisreferstothedecisionsstudentsmakeaboutthemethodstheywillusetocarryoutaprojectthatanswersaresearchquestion.Thisincludesdecisionsaboutexperimentaldesign,themethodsofdatacollectionandanalysis,equipment,safetyandethics.StateofthefieldThisidearelatestolearningabouthowknowledgeiscreatedinthediscipline,includinghowtosearch,andreviewtheresearchliteratureandunderstandhowtheirworkcontributestounderstandingthestateofthefield.IterationThisreferstotherepetitiveandrecursive(ratherthanlinear)processlinkingdatacollectionandanalysisduringwhichstudentsmightnoticeunexpectedresults,testprocedures,gainexperienceoftrialanderror,ormakeamendmentstotheirmethods.