Roberts, R. and Gott, R. (2006) 'The role of evidence in the new KS4 national curriculum for England and the AQA specifications.', School science review., 87 (321). pp. 29-39.
This article considers the importance of evidence in the new key stage 4 (ages 14–16) National Curriculum for England section called ‘How science works’. We specify the ‘thinking behind the doing’ as the basis for a procedural understanding and consider how this informs decisions about both what to teach and what to assess. We exemplify this in the context of one awarding body’s response (that of the AQA) to the 2006 curriculum.
|Additional Information:||Special Edition: Theme ideas and evidence.|
|Full text:||PDF - Published Version (2003Kb)|
|Publisher Web site:||https://www.ase.org.uk/journals/school-science-review/2006/06/321/|
|Publisher statement:||Reproduced by kind permission of ASE. Permission for any further usage of this material should be sought from the publisher, using the email address: email@example.com|
|Record Created:||07 Jul 2008|
|Last Modified:||06 Mar 2015 12:56|
|Social bookmarking:||Export: EndNote, Zotero | BibTex|
|Usage statistics||Look up in GoogleScholar | Find in a UK Library|