We invite you to attend a PhD presentation by PhD Candidate, Edit McIntosh, School of Education.  Edit’s supervisor’s are Michael Johnston and Azra Moeed.

Abstract: The research aims to examine the development of science epistemological understanding of Year 9-13 high school students in New Zealand in a mixed-method longitudinal study. The primary focus will be the development of a quantitative instrument, designed to measure aspects of scientific epistemology, and the analysis of the data in a longitudinal study using that instrument. Based on the findings of a previous study (McIntosh, 2016), it is hypothesised that repeated opportunities to conduct scientific inquiries will have a positive impact on epistemic development. To test this hypothesis the epistemological development of two target populations - students completing International Baccalaureate (IB) programme and New Zealand Curriculum (NZC) programme - will be compared. The IB programme places emphasis on authentic science inquiry, whereas NZC programmes tend to do this to a lesser extent. Quantitative analyses will explore the dimensions of epistemic development and identify how various factors effect the development of epistemic understanding. Qualitative analyses will be used to interpret the thinking processes associated with epistemic development.