Expert — Novice differences in science investigation skills

Many school students experience difficulty in conducting science investigations (Hackling & Garnett, 1991; Murphy, 1988). Students in Western Australia have poorly developed skills of problem analysis, planning and carrying out controlled experiments, basing conclusions only on obtained data, and recognising limitations in the methodology of their investigations. This paper compares the work of 10 expert scientists and 10 Year 12 science students as they conducted a laboratory based investigation. The results provide insights into expertise in science investigation skills. Specializations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment of laboratory work. Specializations: Chemistry education, concept development and conceptual change, role of laboratory work.