@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}
}
