the curricular process 3 structuring of content 4 instruction 5 implementation 2 selection of...
TRANSCRIPT
The Curricular ProcessThe Curricular ProcessThe Curricular ProcessThe Curricular Process
3STRUCTURING OF
CONTENT
4INSTRUCTION
5IMPLEMENTATION
2
SELECTIONOF CONTENT
6
ASSESSMENT
1
OBJECTIVE &GOALS
Goals and ObjectivesGoals and ObjectivesGoals and ObjectivesGoals and Objectives
Goals
&
objectives Psychomotor
Affective
Cognitive
Students
Society
Disciplines
Domains
Bloom’s TaxonomyBloom’s Taxonomy
Cognitive Domain
Knowledge-Recallknowledge of information
Application
applying scientific principles to other
situations
Comprehension (understanding)
all the calculations in
science
Low
Level
Skills
Analyzing
break down material to its fundamentals.
(identification of a compound in
chemistry)Synthesis
Formation of new understanding.
Bringing together the parts into a new whole
Evaluation
making judgment based on evidence and external criteria
High
Level
Skills
Affective Domain
Receiving
Responding
Valuing
In addition:
Joy, attitude, interest Classroom learning
environment
Curiosity
PsychomotorPsychomotor
* Manipulation
* Articulation - Sequencing
* Precision
* Imitation
1. Goals should be comprehensive enough to include the generally accepted objectives of teaching science
Basic Goals of Science EducationBasic Goals of Science EducationBasic Goals of Science EducationBasic Goals of Science Education
2. Goals should be understandable for other teachers, administrators and parents.
3. Goals should be neutral; that is, free of bias and not oriented toward any particular view of science teaching.
4. Goals should be few in number.
5. Goals should be differ in concepts and abilities from each other.
6. Goals should be easily applicable to instructional and learning objectives.
Science Content in NationalScience Content in NationalStandards for the United StatesStandards for the United States::
Science Content in NationalScience Content in NationalStandards for the United StatesStandards for the United States::
Science as Inquiry
Science Subject Matter
Science and Technology
Science in Personal and Social Perspectives
History and Nature of Science Unifying Concepts and Processes
Content
Abilities
Content of ScienceContent of ScienceThe High School ScienceThe High School Science
Content of ScienceContent of ScienceThe High School ScienceThe High School Science
1960s’ and early 1970s1960s’ and early 1970s’’Golden age of Science CurriculumGolden age of Science Curriculum
1960s’ and early 1970s1960s’ and early 1970s’’Golden age of Science CurriculumGolden age of Science Curriculum
History of Science CurriculaHistory of Science CurriculaDevelopment and ImplementationDevelopment and Implementation
The 60sThe 60s’’
History of Science CurriculaHistory of Science CurriculaDevelopment and ImplementationDevelopment and Implementation
The 60sThe 60s’’
Scientists;
Medical Doctors; and
Engineers
Main GoalMain Goal::Main GoalMain Goal::
Preparing the next generation of:
1. Science Education should present to the learner a real picture of Science to include theories and models.
Goals for Teaching Science in the 60 sGoals for Teaching Science in the 60 s’’AAAS 1962AAAS 1962
Goals for Teaching Science in the 60 sGoals for Teaching Science in the 60 s’’AAAS 1962AAAS 1962
2. Science Education should present an authentic picture of a scientist and his method of research.
3. Science Education should present the scientific method, research method and its limitations.
4. Present Science as a “Structure of Discipline”. As a result:
PSSC - Physical Science Study Committee
BSCS - Biological Sciences Curriculum Study
HPP - Harvard Project Physics
SMSG - School Mathematics Study Group
CBA - Chemical Bond Approach
CHEMS - Chemical Education Materials Study
SCIS - Science Curriculum Improvement Study
ESS - Elementary Science Study
Nuffield Projects - in the UK
The Structure of the DisciplineThe Structure of the DisciplineThe Structure of the DisciplineThe Structure of the Discipline
Some FeaturesSome Features In Physics (PSSC) ~ 1960sIn Physics (PSSC) ~ 1960s’’
Some FeaturesSome Features In Physics (PSSC) ~ 1960sIn Physics (PSSC) ~ 1960s’’
Fewer topics at greater depth,
Greater emphasis on laboratory work,
More emphasis on basic physics,
Less attention to technological applications,
Development approach showing origins of basic ideas of physics, and
Increased difficulty and rigor of the course.
Harvard Project Physics ~ 1970sHarvard Project Physics ~ 1970s’’Harvard Project Physics ~ 1970sHarvard Project Physics ~ 1970s’’
1. Physics is for everyone.
2. A coherent selection within physics is possible.
3. Doing physics goes beyond physics.
4. Individuals require a flexible course.
5. A multimedia system simulates better learning.
6. The time has come to teach science as one of the humanities.
The philosophy of this course is emphasized in eight points.
7. A physics course should be rewarding to take
8. A physics course should be rewarding to teach.
ChemistryChemistryChemistryChemistry
Programs: CBA & CHEMSTUDY 1960s’Schools: 10% 40% of schools
CHEMStudy: Highly based on Experimental Work
If science is presented in a way it is known to scientists, it will be inherently interesting
to all students .
Any subject can be taught effectively in some intellectually honest form to any child at any stage of development.
ASSUMPTIONS 1950-1960ASSUMPTIONS 1950-1960ASSUMPTIONS 1950-1960ASSUMPTIONS 1950-1960
Common Elements ofCommon Elements of the “Golden-age” Curriculathe “Golden-age” Curricula
Common Elements ofCommon Elements of the “Golden-age” Curriculathe “Golden-age” Curricula
1. There was less emphasis on social and personal applications of science and technology than in the traditional courses.
2. There was more emphasis on abstractions, theory, and basic science - the structure of scientific disciplines.
3. There was increased emphasis on discovery - the modes of inquiry used by scientists.
4. There was frequent use of quantitative techniques.
5. There were newer concepts in subject matter.
7. There were well integrated and designed teaching aids to supplement the courses.
8. There was primarily an orientation toward college-bound students.
9. There were similarities in emphasis and structure in the high school and junior high school programs.
6. There was an upgrading of teacher competency in both subject matter and pedagogical skills.
Common Elements ofCommon Elements of the “Golden-age” Curriculathe “Golden-age” Curricula
Common Elements ofCommon Elements of the “Golden-age” Curriculathe “Golden-age” Curricula
IACIAC : :Interdisciplinary Approach to ChemistryInterdisciplinary Approach to Chemistry
IACIAC : :Interdisciplinary Approach to ChemistryInterdisciplinary Approach to Chemistry
Reactions and Reason (Introductory),
Diversity and Periodicity (Inorganic),
Form and Function (Organic),
Molecules in Living Systems (Biochemistry),
The Heart of the Matter (Nuclear),
Earth and its Neighbors (Geochemistry),
Units (Modules)Units (Modules)Units (Modules)Units (Modules)
The Delicate Balance (Environmental), and
Communities of Molecules (Physical).
Early 80s’: “A Nation at RiskEarly 80s’: “A Nation at Risk””Early 80s’: “A Nation at RiskEarly 80s’: “A Nation at Risk””
Content (Knowledge)
Practice (experiences provided)
Goals
Equity (minorities and Gender issues)
300 different Reports were published raising a Concern about School Science:
Yager and Harris inYager and Harris in““Project Synthesis” Call forProject Synthesis” Call for::
Yager and Harris inYager and Harris in““Project Synthesis” Call forProject Synthesis” Call for::
Personal needs
Societal issues
Career awareness
The preparation of Future Scientists
Identifying new Goals forIdentifying new Goals for Teaching and Learning ScienceTeaching and Learning Science
Identifying new Goals forIdentifying new Goals for Teaching and Learning ScienceTeaching and Learning Science
Science for:
Historical Overview of GoalsHistorical Overview of Goalsfor Science Teaching; The 80sfor Science Teaching; The 80s’’Historical Overview of GoalsHistorical Overview of Goalsfor Science Teaching; The 80sfor Science Teaching; The 80s’’
Scientific Knowledge
Scientific Methods (Process) Societal Issues
Personal Needs (Personal Development)
Career Awareness
Teaching Science for:
The process of chemistry e.g. Inquiry
The conceptual structureof chemistry
Chemistry as a personallyrelevant subject
The cultural aspectsof chemistry
O2(g) O(g) + O(g)
O(g) + O2(g) O3(g)
O3(g) + O(g) 2O2(g)
UV
The societal role andimplications of chemistry
The technologicalmanifestations of chemistry
It took more than 15 years for a new reformIt took more than 15 years for a new reformIt took more than 15 years for a new reformIt took more than 15 years for a new reform
”Science and Technology are enterprises that shape, and are shaped by, Human thought and social actions”
Major differences between the 60s’ & 90sMajor differences between the 60s’ & 90s’’Major differences between the 60s’ & 90sMajor differences between the 60s’ & 90s’’
The 90s’: Scientific Literacy for AllThe 90s’: Scientific Literacy for AllThe 90s’: Scientific Literacy for AllThe 90s’: Scientific Literacy for All
One of the Key features STSOne of the Key features STSOne of the Key features STSOne of the Key features STS
National Standards andNational Standards andScientific LiteracyScientific Literacy
National Standards andNational Standards andScientific LiteracyScientific Literacy
Content (K-12)
Pedagogy
Assessment
Professional Development
New Standards in:
Organization of Teaching and Learning Science
Standards for Science EducationStandards for Science EducationTowards the 21Towards the 21stst century century
Standards for Science EducationStandards for Science EducationTowards the 21Towards the 21stst century century
Learning subject with out connections (separation of chemistry and biology chemistry and physics).
Separation of Knowledge from process (inquiry).
Less emphasis on:Less emphasis on:
Knowledge of concepts just for the presentation of; “Structure of a certain discipline”.
More emphasis onMore emphasis on::More emphasis onMore emphasis on::
Learning concepts in the context of:
Integration of key scientific concepts (e.g. Energy, Food, Natural Resources)
Learning Science using inquiry (asking questions, hypothesizing)
Science as personal and societal issues History and nature of science
STS (Science -Technology - Society)
1. The Grand Oasis in Space Students build an understanding of ecosystems.
Global ScienceGlobal ScienceGlobal ScienceGlobal Science
2. Basic Energy/Resource Concepts Students develop an understanding of the laws governing energy and mineral resource use.
3. Mineral Resources Students learn how mineral deposits are formed, where they are located, and how they are mined.
4. Growth and Population Students learn about exponential growth and population issues.
5. Food, Agriculture and Population Interactions Students examine nutrition and the fundamentals of food production, modern agricultural practices, and the world food situation.
6. Energy Today Students build understandings of the energy sources for modern societies.
Recommendations : 2061Recommendations : 2061
The National Council’s recommendations address the basic dimensions of science literacy, which, in the most general terms are:
Being familiar with the natural world and recognizing both its diversity and its unity
Understanding key concepts and principles of science
Being aware of some of the important ways in which science, mathematics and technology depend upon one another
Knowing that science, mathematics, and technology are human enterprises and knowing what that implies about their strengths and limitations.
Having a capacity for scientific ways of thinking
Using scientific knowledge and ways of thinking for individual and social purposes
Scientific Inquiry
Content
Abilities
Discovery vs. InquiryDiscovery vs. InquiryDiscovery is included in the inquiry
•Formulating a problem•Hypothesizing•Design an experiment•Synthesizing knowledge•Demonstrating attitudes (curiosity)
•Observing•measuring•Predicting•Inferring•classifying
Discovery
Inquiry
Welch: “A general process by which human beings seek information or understanding. Broadly conceived, inquiry is a way of thought”.
Inquiry teaching is a way of developing the mental process of curiosity and investigation
ContentContentContentContent
Unifying Concepts and Processes
Science as Inquiry
Physical Science
Earth and Space Science
Science and Technology
Science in Personal and Social Perspectives
History and Nature of Science
Life Science
FORENSICSCIENCE
Disciplines and tools of forensic scienceDisciplines and tools of forensic scienceDisciplines and tools of forensic scienceDisciplines and tools of forensic science
Decision making onDecision making on::
• Health
• Population
• Resources
• Environment
Changes of ideasChanges of ideas
• Evidence
• Scientific arguments
• Criticism
• Endeavor
STSPSTSP
Science
SocietyTechnology
PersonalPersonal
QuestionsQuestions
Science: What do I want to discover?
Technology: What will I do with it?
Society: How would we use it?
Personal: How would it affect me?
Science for all Americans: Benchmarks Science for all Americans: Benchmarks for Scientific Literacy – Project 2061for Scientific Literacy – Project 2061
- More emphasis on the content
- Covers an array of topics
- “The more is less”
The treatment of topics (cell, structure of matter, communication) differs from traditional approach by:
- Systems
Softening boundaries
Connections are emphasized through the use
of important conceptual themes:
- Evolution
- Energy (in chemistry, biology, physics, technology)
More specifically it includes: - Benchmarks
The nature of science
The nature of mathematics
The nature of technology
The physical science
The living environment
The human organism
Human Society
The designed world
The mathematical world
Historical perspectives
Habits of mind
Recommendations : 2061Recommendations : 2061
The National Council’s recommendations address the basic dimensions of science literacy, which, in the most general terms are:
Being familiar with the natural world and recognizing both its diversity and its unity
Understanding key concepts and principles of science
Being aware of some of the important ways in which science, mathematics and technology depend upon one another
Knowing that science, mathematics, and technology are human enterprises and knowing what that implies about their strengths and limitations.
Having a capacity for scientific ways of thinking
Using scientific knowledge and ways of thinking for individual and social purposes
Integrated vs Disciplinary ScienceIntegrated vs Disciplinary Science
Why integrate?
- DNA what is it? A concept in Biology? Chemistry? Forensic science?
- Energy, is it a different concept in Chemistry, Biology, Physics?
- Are we refering to nature of Biology, Physics, Chemistry or Nature of Science?
- How can we teach Photosynthesis without Physics and Chemistry?
- Making science more relevant for our students – working with meaningful problems and issues in the real world or in the lab setting.
The U.S National Science Education Standards emphasize:
Problem solving
reasoning
Making connections with other disciplines and prior learning
The need for effective communication of ideas and results.
The need for integration of various areas.
The integrated approach
Disciplinary Approach
vs
Questions askedQuestions asked
Which one is more interesting for students? (close to their personal life?)
Which one is more difficult for the teacher? (difficult to implement and organize in a coherent manner)
Which one presents a more valid picture of science? (nature of science)
Which one provides us with more opportunities to vary the classroom learning environment?
What are the difficulties in teaching science by the integrated approach?
Applications
_______________________________________
disciplines in science (concepts) _______________________________________
First Option
Second option
__________________________________________
Application – issues
__________________________________________
Concepts
FORENSICSCIENCE
Disciplines and tools of forensic scienceDisciplines and tools of forensic scienceDisciplines and tools of forensic scienceDisciplines and tools of forensic science
QuestionsQuestions
Science: What do I want to discover?
Technology: What will I do with it?
Society: How would we use it?
Personal: How would it affect me?
Reasons (Sources) for Misconceptions – Reasons (Sources) for Misconceptions – Learning DifficultiesLearning Difficulties
Microscopic nature of phenomenon. (as opposed to macroscopic). Prior-knowledge (indigenous)
Overload of information on memory
Developmental stage
concrete
formalvs
Models and simulations (abstraction, nature of models- it’s limitations)
Misconceptions transferred from books or teachers
Laboratory (practical work)
Typical MisconceptionsTypical Misconceptions
- Structure of matter (particulate nature)
- Optics
- Galaxy
- Structure of molecules
- Bonding
- Cell and its structure
Matter can be represented in three levels (Johnston,1991)
Macroscopic (physical phenomena)
Microscopic (particles)
Symbolic (scientific language)
macro
micro symbolic
A model for learning
Learning ModelsLearning Models1. 1960s’ and 1970s’, Piaget. Learning occurs when the
individual:
- Interacts with the environment
- Passes through different stages of development – each characterized by the ability to perform a cognitive task (concrete Vs formal)
2 Constructivism: Students construct knowledge by interpreting new experiences in the context of their prior knowledge.
Teachers and students might have different interpretations regarding words and concepts
In middle school many students are operating at the concrete level
Instructional techniques in Instructional techniques in Science educationScience education
In teaching science:
Students obtain opportunities to interact physically with learning materials
Teachers provide materials for instruction (concreteness)
Teachers vary instructional techniques with the goal in mind to increase effectiveness of teaching
Instructional strategy refers to the way in which a science teacher uses:
Materials
Media
Settings
Behaviors
To
Create a learning environment that fosters desirable outcomes
Instructional techniques
I I
Student centered
Teacher centered
Laboratory work (activities)
PBL
Small group activities
Inquiry learning
Computer simulations
Field - trips
Teacher’s demonstration
Whole class discussions (lectures)
Questions – answers - sessions
Instructional Strategy
Teacher’s Roles
LecturingProvidingInformation
Demon-strating
ManagingGuidingAnd
Facilitating
Helping toAnalyze
Data andResults
Conventional teaching
++(+)
Demonstration++(+)
Classroom discussion
+(+)+++
Laboratory class
+++
Group learning+++
Inquiry+++
Field trip+++
Computer simulation
+++
Individual learning
+++
Teacher’s role in different instructional techniquesTeacher’s role in different instructional techniques
z
y
x
APTITUDE1. Ability
2. Development
3. Motivation
INSTRUCTION4. Amount
5. Quality
ENVIRONMENT6. Home
7. Classroom
8. Peers
9. Television
LEARNING Affective
Behavioral
Cognitive
b
c
a
Literature contains suggestions about how, in the context of school science education student’s motivation to learn can be enhanced:
Suggestions relating to the nature, structuring and presentation of subject matter
Suggestions concerning the nature of pedagogical procedures and techniques and of the classroom learning environment
Achiever
Curious
Conscientious
Social
The need to achieve: “the achiever”
The need to discharge duty: “the conscientious”
Type of Motivation Motivation
The need to satisfy one’scuriosity: “the curious”
The need to affiliate with other people “the social”
This is a call for varying Instruction
Most of the teaching of science is conducted in heterogeneous classes
We must cater for a variety of students of different needs and different motivations
This calls for use of a variety of instructional procedures and techniques
Relating Instructional Features to Students’ Relating Instructional Features to Students’ Motivational CharacteristicsMotivational Characteristics
Comment on Suitability/Unsuitability
ExamplesType of Activity
Suitable for learners with a strong social motivation pattern. However,
’achievers’ are likely to be opposed to an involvement in this type of
learning activity
Games, simulations, PBLCollaborative learning activities
Preferred by ‘achievers’ and conscientious’ students because only
low level of risk-taking is needed
Conventional ‘traditional’ instructional procedures,
involving frontal teaching (e.g. with clearly defined goals and
objectives
Formal teaching with emphasis on information and skill
transfer
Strongly preferred by the ‘curious’, but not other motivational groups
which prefer clear teacher direction regarding educational goals
Learning activities without clearly specifiable objectives
Open-ended learning activities (student-centered)
Suitable mainly for students with ‘curiosity’-type motivational pattern
Advocated in many science programs developed in the
USA and UK during the 1960s and by NSES
Discovery/inquiry – oriented learning methods and
Problem-solving
Questioning Techniques in Science EducationQuestioning Techniques in Science Education
Questioning , like hitting a baseball, is both an art and a craft.
Questioning could transfer classroom
from
Traditional lecture setting
Into
Live student – centered community
Teachers’ Questioning Teachers’ Questioning behavior Techniquebehavior Technique
Taxonomies of questioning.
Penick, et. al., suggested a practical approach.
HRASEHistory
Relationships
Applications
Speculation
Explanation
Based on students’ experiences (e.g. experience in the lab)
Compare ideas, activities, findings
Apply knowledge to new situation
Finding evidence, critical thinking, control over variables Nature of
phenomena: “how” does it work?
Classification Sample Question
Knowledge 1. How many legs has an insect
Synthesis 2. What hypotheses would you make about this problem?
Application 3. Knowing what you do about heat, how would you get a tightly fitted lid off a jar?
Analysis 4. What things do birds and lizards have in common?
Comprehension 5. Operationally define a magnet
Theoretical ApproachTheoretical Approach
Using Bloom’s and Krathwohl’s Taxonomies To Classify Questions
Evaluation 6. If you were going to repeat the experiment, how could you do it better?
Receiving 7. Do you watch science shows on television?
Responding 8. Do you talk to your friends about science?
Valuing 9. What is your interest in earth science now compared to when you began the course?
Valuing 10. What do you value about this film?
Organizing 11. Can you argue using scientific facts, evidence, and data?
Characterizing 12. Do you use problem solving techniques for solving problems at school or at work?
Convergent vs Divergent QuestionsConvergent vs Divergent Questions
Usually the
Ratio is:
2 : 1
Allowing for a limited number of responses “yes” or “no”
Allowing for a number of responses (e.g. in inquiry)
Allows wrong answers
Provide enough time to answer WAIT - TIME
Low Level vs High Level TechniquesLow Level vs High Level Techniques
Low – Level Student Inquiry
Teacher
Student Student Student Student
Higher Level Student Inquiry
Teacher
Student Student Student Student Student
Allows collaboration
Comparison of Traditional Classroom Comparison of Traditional Classroom with Students’ – Central Classroomwith Students’ – Central Classroom
Comparison of a traditional Lecture Classroom with a Student-Centered Classroom
Where We Were Where We Should Be
• Telling the facts • Listening and questioning
•Stating the theories •Conceptual understanding
• Laboratories as self- fulfilling exercises
• Laboratories as open-ended investigations
• Teacher as sage on stage • Teacher as facilitator
• Fact validation • Inferences
•Group indoctrination • Individual instruction
•Boot camp-like, threatening atmosphere
•Positive setting; risk-free atmosphere
•Classical lectures • Inquiry and investigation
Critical Critical reading of an reading of an
articlearticle
Primary work of Primary work of a scientista scientist
Secondary Secondary newspaper newspaper poster mediaposter media
GuidelinesGuidelines
The materials should be appropriate to students’ abilities and interests.
Use materials aligned with your goals for teaching.
Assign a variety of reading sources:
- Text books
- Magazines
- Articles (historical and societal significance)
- Newspapers (scientific articles)
Research Findings: Reading Research Findings: Reading Scientific articlesScientific articles
- Enhance critical thinking
- Enhance ability to solve a problem
- Develop creativity
- Students who were involved in inquiry-type laboratories developed the ability to ask more and better questions resulting from reading a scientific article.
- Develop metacognition
control
awareness
Assessment of Student LearningAssessment of Student Learning
- Measuring the quality of the experiences provided for the students
- Assessment should have purpose in mind
- Focused on data and content which is most important to the student
- Assessment task should be authentic
- Assessment should be fair
- All the students experiences should be assessed
- Students should understand (and be involved in) the assessment
- Students should be aware of the criteria for assessment (weighting)
- Assessment should be part of the development of P.C.K. (Pedagogical Content Knowledge)
Evaluation involves the total assessment of Evaluation involves the total assessment of Students’ learning to include:Students’ learning to include:
- Understanding of NOS
- Subject matter (knowledge & understanding)
- Multiple talent
- Attitudes & interests
- Skills and abilities (e.g. laboratory)
- Motivation
Assessment as a tool for Assessment as a tool for
improving instruction –improving instruction –
e.g. Action Researche.g. Action Research
Assessment as a tool for Assessment as a tool for
improving instruction –improving instruction –
e.g. Action Researche.g. Action Research
Purpose of assessment:Purpose of assessment:
Diagnostic
Formative
Summative
Learning difficulties
Placing students
Advise
Prior knowledge
How well the material is taught
Improve Methods of Instruction
Modification of techniques
Were the goals attained?
Grading (final)
Decision making
Decision making on:Decision making on:
Programs (laboratory, etc.)
Instructional technique
A book to be selected
Assessment methods used:Assessment methods used:
Paper and pencil test (objective testing)
Oral tests
Essay-type tests
Practical tests
Continuous Assessment of Students Inquiry Laboratoryin Chemistry Observations and “Hot reports”
Social Skills Conclusions Inquiry Observing Conducting Experiment
10% 10% 20% 35% 10% 15%
Interest andcuriosity
Cooperation in groups
Communicationskills
Criticism andSummary
Conclusions
Presentingresults
Planning
Hypothesizing
Questioning
Inquirystage
Pre-inquirystage
Handle dexterity
FollowingInstructions
Experiment
123456
Assessment of practical skillsAssessment of practical skills
Different TestsDifferent Tests
Type Validity Reliability Usability
Oral Very low Very low no
EssayHigh if
defined clearly
Low-Easy to administer
-Difficult to assess
Completion test
High Very high
-Difficult to prepare
-Easy to answer
-Easy to grade
Multiple choice (American)
High Very high
A good test:
-Difficult to prepare
-Easy to answer
-Good for diagnostics
- Guessing factor
Other assessment techniques: not testsOther assessment techniques: not tests
Alternative assessment techniques:
- Concept mapping: Organize ideas to find relations between concepts
- Reading a journal (Method discussed in previous lesson)
-Portfolio: Port – to carry or move
Folio – paper
The portfolio includes all the student’s documents, tests, concept- maps, and lab assignments.
It is:It is:
Very comprehensive
Highly individualized
Includes all the student’s achievements
Continuous
Dynamic (regarding teacher-student interactions)
Helps the student to identify weaknesses
Increases the student’s responsibility and awareness
Students can be involved in building the content and criteria
Can include personal reflection
Problems with the portfolio:Problems with the portfolio:
A lot of work for the teacher
The bigger the class the more the work
Characteristics of a good Characteristics of a good assessment methodassessment method
valid
reliable
usablefair
motivating
objective
differentiate
Learning Environment as an Learning Environment as an
Assessment ToolAssessment Tool
Are their feelings affecting their learning?
How do we develop curiosity?
Do students like what they do?
RespondingReceiving
Central Question in the Affective DomainCentral Question in the Affective Domain
valuing
Curriculum
LearningEnvironment
Aptitude
StudentsLearning
Teacher - student
Student - student
Student – learning materials
Learning Environment is constructed from the Learning Environment is constructed from the following three interceptionsfollowing three interceptions
Research on Classroom Learning Research on Classroom Learning EnvironmentEnvironment
What does research say about classroom learning environment?
Achievement
Attitude and interest
Students’ behavior.
It influences:
Measures of classroom
learning environment
Provide “eyes behind the classroom”
Are sensitive to:
Different instructional techniques:
Inquiry VS non-inquiry approach
Student-centered VS teacher-centered classroom
Big and small classes
Assesses the classroom learning environment using
Student’s Perception
Cohesiveness
Diversity
Formality
Speed
LEILEI
ScalesScales
Goal-direction
Satisfaction
Organization
Competitiveness
Learning environment in
science
OutdoorsSOLEI
Science laboratory
SLEI
Science classroomLEI
InstrumentsInstruments
My Class Inventory – includes:
Satisfaction
Friction
Competitiveness
Difficulty
Cohesiveness
The Use of L.E. Measures by the The Use of L.E. Measures by the Science TeacherScience Teacher
Features of my Class InstrumentFeatures of my Class Instrument
Easy to administer and respond (yes/no)
Actual VS preferred L.E
The Δ measures students’ satisfaction with current L.E
Identification of problem
1 Planning
2
Collecting evidence I
3
Making changes
4
Collecting evidence II
5
Second evaluation
6
Stages in Action-ResearchStages in Action-Research
Student ability
Teacher
Achievement
Learning environment
Achievement
Student abilityLearning environment
Teacher