This matrix should be selected if the teacher's intention for learning to develop students' abilities to carry out scientific investigations to answer their own and others' questions. The matrix links to the integrated strand Developing Scientific Skills and Attitudes (Science in the New Zealand Curriculum, pages 42–51) and reflects some of the processes and conventions of the scientific community.
These indicators are intended to apply to a broad range of types of investigation. While carrying out scientific investigations, students need to be able to select and use the key aspects of learning most appropriate to the context of their scientific work. The order of the key aspects of learning in this matrix may appear to form a logical sequence, but it is unlikely to reflect the actual creative experience of an investigation. Evaluation, processing, interpreting, and communication are ongoing aspects of any investigation and can lead to changes as the investigation proceeds (Science in the New Zealand Curriculum, page 47, note 3).
The types of investigations include fair testing, pattern seeking, classifying and identifying, making things or developing systems, researching and exploring.
Scientific conventions (referred to in the progress indicators)
Work safely (e.g. ensure that hazards are identified and appropriate measures taken).
Behave ethically (e.g. cause no unnecessary suffering to living things).
Report results and procedures clearly and honestly (e.g. use diagrams, tables, graphs, separate questions, procedures, and outcomes).
Try to ensure that the evidence presented is credible (e.g. make precise observations, use instruments to measure as accurately as necessary, repeat measurements to check uncertainty).
Try to eliminate competing explanations (e.g. control the variables).
Work collaboratively.
Take into account previous research.
Overall progression
Level 1
Level 2
Level 3
Level 4
Level 5
Participates in investigative activities.
Contributes meaningful ideas and actively participates in an investigation.
Initiates aspects of systematic investigations within a supportive framework.
With support, initiates and sustains investigations using some scientific conventions.
Initiates and persists with systematic and meaningful investigations using scientific conventions.
Levels 1–5 displayed horizontally as in the sets distributed to schools
Levels 1–5 displayed vertically
