共查询到20条相似文献，搜索用时 734 毫秒
1.
The National Committee on Science Education Standards and Assessment (1994 draft) viewed several science processes as important to an understanding of science as inquiry: formulating usable questions, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, communicating, and coordinating and implementing a full investigation. This study is one of three undertaken to develop research rubrics for a performance assessment of science processes and to evaluate seventh-grade science students' ability to perform them. Specifically, this article focuses on the processes of recording data, analyzing data, drawing conclusions, and providing evidence. A total of 364 students field tested the Alternative Assessment of Science Process Skills. Their responses were used to develop a research rubric, and then this rubric was used to determine response patterns that could inform both instruction and assessment of science process skills. Only 61% of students performed the activity and recorded data successfully. Sixty-nine percent of students did not attend to the hypothesis in drawing their conclusions. Eighty-one percent did not provide specific evidence for their conclusions. These results were discussed in light of relevant theories and models as well as their implications for instruction and assessment. © 1996 John Wiley & Sons, Inc. 相似文献
2.
The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools. 相似文献
3.
In previous studies, science students have been trained to ask more and better questions through intensive instruction apart from the ongoing academic program. Cognitive strategies (such as questioning) are developed best, however, within the framework of an academic subject. In the current study, questioning skills were taught to high school chemistry students in the context of their laboratory experiments. Since both intellectual development and questioning skills are causally related to problem solving, the effect of intellectual development on the learning of questioning skills also was investigated. The Piagetian model of intellectual development was chosen for its demonstrated effects on many important aspects of science instruction. The number and quality of student research questions was measured by the Science Inquiry Assessment Instrument. The student's level of intellectual development was measured by the Classroom Test of Formal Operations. The twelve-week experimental treatment involved printed lessons which taught students to ask research questions in response to unanticipated observations in their regularly scheduled laboratory experiments. The pretest exaggerated the effect of this treatment. This effect, however, was significant among unpretested students, accounting for 14% of the post-test score variance. The level of intellectual development has no effect on these post-test scores. These important questioning skills can be acquired within the framework of the regularly scheduled classroom activities by high school chemistry students, irrespective of their level of Piagetian intellectual development. 相似文献
4.
In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed “writing teams” and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective. 相似文献
5.
A practical test instrument was developed to assess students' attainment of skills associated with problem analysis and planning
experiments, collecting information, organising and interpreting information, and concluding. Students verbalised their thoughts
as they worked on the task and their performance was videotaped for analysis. Data collected from Year 7, 10 and 12 science
students illustrate the development of investigation skills and reveal important areas of student weakness.
Specialisations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specialisations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
6.
Martin Schwichow Simon Christoph William J. Boone Hendrik Härtig 《International Journal of Science Education》2016,38(2):216-237
The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students’ CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed. 相似文献
7.
8.
One of the main goals of science education is the development of scientific investigation skills (Bryce & Robertson, 1985;
Woolnough & Allsop, 1985). This paper describes a practical test instrument developed to assess students’ attainment of skills
associated with problem analysis and planning experiments, collecting information, organizing and interpreting information,
and concluding. During administration of the test, students verbalized their thoughts as they worked on the task and their
performance was videotaped for analysis. Preliminary results reveal important areas of student weakness and lead to recommendations
for curriculum reform.
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. 相似文献
9.
Mustafa Baser 《Journal of Science Education and Technology》2006,15(5-6):367-381
The objective of this research is to investigate the effects of simulations based on conceptual change conditions (CCS) and traditional confirmatory simulations (TCS) on pre-service elementary school teachers’ understanding of direct current electric circuits. The data was collected from a sample consisting of 89 students; 48 students in the experimental group who were taught simulations based on CCS, and 41 students in control group who followed the TCS. Subjects in both groups used open source software (Qucs) to simulate electric circuits. All students were administered Electric Circuits Concepts Test (DIRECT), Science Process Skills Test, Physics Attitude Scale, and Computer Attitude Scale before the treatment. Pre-test analyses revealed that there is no significant difference between experimental and control groups in terms of understanding of direct current electricity. After completing 3 weeks treatment, all students received the DIRECT again as a post-test. Analysis of covariance was used. Science process skills and attitudes toward computers were taken as covariates. The results showed that the conceptual change based simulations caused significantly better acquisition of conceptual change of direct current electricity concepts than the confirmatory simulation. While science process skills and attitudes towards computer made significant contributions to the variations in achievement, gender differences and interactions between gender and treatment did not. Eleven weeks later, the DIRECT was reapplied to the students in both groups. Eleven weeks delayed post-test results showed that the experimental group outperformed the control group in understanding of direct current electric concepts. 相似文献
10.
The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions
over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related
to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade students from two intact classes
of a Chemistry Course instructed by the same teacher. One of the classes was randomly assigned as the experimental group,
which was instructed with cooperative learning approach based on conceptual change conditions and the other class was assigned
as the control group, which was instructed with traditional instruction. Chemical Equilibrium Concept Test (CECT) was administered
to the experimental and the control groups as pre- and post-tests to measure the students' conceptual understanding, and Chemical
Equilibrium Achievement Test (CEAT) was administered to the experimental and the control groups as a post-test to measure
the students' achievements related to computational problems. Science Process Skills Test was used at the beginning of the
study to determine the students' science process skills. Multivariate Analysis of Covariate (MANCOVA) was used to analyze
the data. The results showed that students in the experimental group had better conceptual understanding, and achievement
of computational problems related to the chemical equilibrium concepts. Furthermore, students' science process skills were
accounted for a significant portion of variations in conceptual understanding and achievements related to the computational
problems. 相似文献
11.
Edy H. M. Shahali Lilia Halim David F. Treagust Mihye Won A. L. Chandrasegaran 《Research in Science Education》2017,47(2):257-281
This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach’s alpha reliability of 0.88. The findings showed that the teachers’ conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers’ understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools. 相似文献
12.
Two parallel versions of a Test of Science Investigation Skills were developed to assess students' application of science
investigation skills in biology and physics contexts. Repeated pilot testing and critical appraisal were used to ensure the
validity of the tests and their equivalence. Both versions of the test were administered to 112 Year 10 science students.
The results indicated a satisfactory level of test reliability, the test set in a physics context proved to be significantly
more difficult than the test set in a biology context, and mean scores for male and female students were not significantly
different.
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, effective laboratory teaching. 相似文献
13.
高中理科学生实验是不可缺少且不可替代的学习方式。但多年以来,学生实验不断被弱化,实验课开设率低,人均实验操作时间短,以教师演示实验或观看实验录像替代学生实验已成为普遍现象。上述做法背离了《教育部关于加强和改进中小学实验教学的意见》的精神,影响了学生科学核心素养的形成。本文在问卷调查、国际比较和课程标准研究的基础上,从观念、行为和手段方面分析了学生实验困境的成因,提出了着眼能力培养、加强督导检查、用好数字化实验、实施过程性评价四项加强和改进学生实验教学的对策。 相似文献
14.
Evaluation of Short-Term Impact of a High School Summer Science Program on Students' Perceived Knowledge and Skills 总被引：1，自引：2，他引：1
Knox Kerry L. Moynihan Jan A. Markowitz Dina G. 《Journal of Science Education and Technology》2003,12(4):471-478
Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of laboratory skills, as well as the impact on student interest in pursuing a career in science. Students' exposure to advanced laboratory techniques and their interaction with professional scientists provided them with a very positive hands-on experience. Students who attended the program felt more confident in their ability to use sophisticated laboratory skills and that the Summer Science Academy program provided a positive influence on their performance in advanced science courses, as well as their desire to pursue a career in science. 相似文献
15.
16.
Lucie S. Dvorakova 《Assessment & Evaluation in Higher Education》2017,42(6):900-913
The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research. 相似文献
17.
William Romine Troy D. Sadler Morgan Presley Michelle L. Klosterman 《International Journal of Science and Mathematics Education》2014,12(2):261-283
This study presents the systematic development, validation, and use of a new instrument for measuring student interest in science and technology. The Student Interest in Technology and Science (SITS) survey is composed of 5 sub-sections assessing the following dimensions: interest in learning science, using technology to learn science, science careers, technology careers, and attitudes toward biotechnology. Our development process included review of existing instrumentation, pilot testing, and expert panel review. The resulting instrument was administered before and after implementation of a biotechnology intervention which used a computer-based game to engage learners in the use of biotechnology to address a societal issue. We employed item response theory (IRT) to explore instrument validity and precision. Results of the psychometric analyses suggest that the SITS survey has a well-defined structure and meets IRT assumptions. Difficulty and discrimination parameters as well as reliability analyses indicate that SITS items provide useful measures of student interest. Finally, we use the SITS to explore the extent to which the intervention used in this study supports changes in student interest and association between students’ interest and related content knowledge. Implications for the future use of this instrument are discussed. 相似文献
18.
This replication studied the effect of two specific classroom climates on learning of science process skills and content achievement in college science classes. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course and on scores in science process skills as measured by the Welch Science Process Inventory. This study indicates students in the less directive discovery climate learned as much content as a more directive comparison class—they lost nothing of what is traditionally sought in a college science class. Differences between the original and the replication study on the Science Process Inventory were noted. 相似文献
19.
Kelly E. Matthews Peter Adams Merrilyn Goos 《International Journal of Science Education》2016,38(11):1785-1799
Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students’ quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students’ quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned–enacted–experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics’ intentions and students’ experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed. 相似文献
20.
Student perspectives on curricular change: lessons from an undergraduate lower-division biology core 总被引：1，自引：1，他引：0
Casem ML 《CBE life sciences education》2006,5(1):65-75
Inquiry-based laboratories are acknowledged as the preferred method of instruction for development of research skills. Much has been written about changes in student performance associated with inquiry, but less is known about how students view the inquiry-based format or whether they perceive a benefit from this type of instruction. The Student Assessment of Learning Gains (SALG) survey was used to evaluate and compare student reactions to the new, inquiry-based laboratories of a lower-division undergraduate curriculum, from implementation to the present (an interval of 3 yr). Initial student response to the format and value of the inquiry labs improved over time. The quality of the graduate teaching assistants and the clarity of the laboratory manual were important variables influencing student perception. A student's perception of his/her retention of lab-related skills was strongly associated with perceptions of gains in those skills. Student responses reflect their most current laboratory experience and not a cumulative effect of participation in the core series of courses. Student success in the inquiry format was not associated with gender or status as a transfer student. The majority of students believe that their experiences in the lower-division inquiry labs have prepared them for upper-division course work. 相似文献