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