@article {875, title = {UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {523-535}, abstract = {This research explored upper-secondary school students{\textquoteright} approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students{\textquoteright} scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students{\textquoteright} approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students{\textquoteright} scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments.}, keywords = {divergent approach, iterative approach, linear approach, mixed methods, science experiments}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.523}, url = {http://oaji.net/articles/2020/987-1597214143.pdf}, author = {Tamirirofa Chirikure} }