/üÖţ˙ý? Ě 4 Olga Maia Amaral Leslie Garrison Michael Klentschy  2002W Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction 213-239 Bilingual Research Journal 26 2  education change and policy, grade K-6, science notebook, English learners, STC, FOSS, and Insights, formative assessment, summative assessmentú This study summarizes the results of a four-year project in science education conducted in a rural setting with English learners in grades K–6 in the El Centro Elementary School District in southern California. Data were collected to measure student achievement in science, writing, reading, and mathematics for participating students. These data were analyzed relative to the number of years that students participated in kit- and inquiry-based science instruction that included the use of science notebooks. Results indicated that the achievement of English learners increased in relation to the number of years they participated in the project. The longer they were in the program, the higher their scores were in science, writing, reading, and mathematics. http://brj.asu.edu/ Program frame: Science was the subject area selected as part of a Local Systemic Initiative, supported by a National Science Foundation grant, to assist local schools in (a) the overall improvement of science education, (b) the development of science process skills, (c) the enhancement of critical thinking, and (d) writing improvement. The Valle Imperial Project in Science (VIPS) is now being implemented at the elementary level in all 14 school districts in Imperial County. This program supports a constructivist approach in science through the use of kit-based instruction. Since the student population of Imperial County is 81.5% Latino and 46.7% of all students are limited English proficient, the effectiveness of this approach is paramount. This paper reports the results of this study on the achievement of English learners in the areas of science, reading, writing, and mathematics when assessed with instruments in English. Protocol: Kits or modules drawn from: 1. Science and Technology for Children (STC), 2. Full Option Science System (FOSS) and 3. Insights. Students are exposed to 4 instructional units per year except at the kindergarten level where students are exposed to 3, they contain all tools for students to experiment through a hands-on approach various concepts in science. Most of the instruction in bilingual and in SEI classrooms is in English, Students are encouraged to interact in English but are allowed to use Spanish as necessary during instruction The study population consisted of 615 students in fourth grade and 635 students in sixth grade. Students were divided into groups based on the number of years (0–4) they had been in the VIPS program Writing was selected for study because of the emphasis placed on the development of writing skills through the use of science notebooks. Other areas of achievement examined included reading and mathematics. The science process skills were classified into the following areas: (a) using and analyzing evidence and models, (b) recognizing consistency and patterns of change, and (c) comparing form and function. Student science notebooks are an integral part of the science program as students are expected to collect, record, analyze, and report data for each of the inquiry units. Students are encouraged to make entries in English whenever possible, but the use of their native language is also acceptable. El Centro School District measures student achievement in writing through the district writing proficiency test, a locally developed assessment that uses prompts requiring a specific type of writing at each grade level by Stanford Achievement Test (SAT-9). The number of years each student had participated in inquiry-based science was computed by matching students with teacher implementation information. Results: There are distinct differences between students who participated in the district science program (for all five categories of language proficiency) during the 1998–99 school year and had been in attendance in the El Centro School District continuously for the prior four years, there are higher achievement scores for students with hands-on learning when compared to traditional textbook instruction. The longer they were exposed to the inquiry-based science program, the higher their achievement scores in science. For Grade 4, in descriptive writing (object, event, or experiences), 86 % of 4 years in the project passed the test (average score of 3) In grade 6: in reporting writing, student pass rates increased proportionately in relation to the number of years of participation. Performance of students in writing was also analyzed by language proficiency designation: improved as long as they are in the program (> 90% for 4 years) (written by P. Lucas) 3877053696_amaral_harrisson.pdf ?€OĐü˙ý?    P. Aubusson F. Steele 2002# Evaluation of Primary Investigation 112 Sidney University of technology, Sidney Australian Academy of Science\ summative assessment, Australia, quality, efficiency , effectiveness, Primary Investigationsƒ A research report prepared for the Australian Academy of Science and the Commonwealth Department of Education, Science and Training July˛ This evaluation was commissioned by the Commonwealth Department of Education, Science and Training and the Australian Academy of Science, in response to a recommendation made by Goodrum, Hackling and Rennie in their report, The status and quality of teaching and learning of science in Australian schools (2001). Primary Investigations (PI) was developed by the Australian Academy of Science in answer to a growing need for a hands-on, investigation-based sequence of activities for primary school science. It endeavoured to provide a whole school, step-by-step guide to the teaching of primary science, using a constructivist theoretical framework. The program was extensively trialled before its launch in 1995 and initial indications were that PI was very successful in helping reluctant primary school teachers begin to teach science (Featherstone, 1995; Goodrum, 1996). However, a recent national study of science teaching in schools (Goodrum, Hackling and Rennie, 2001) showed that many primary schools are still not teaching science, and that more needs to be done to improve the quality of primary science. As PI has now been available for seven years, it is timely to evaluate its performance.$ www.science.org.au/pi/evaluation.pdf This evaluation was commissioned by the Commonwealth Department of Education, Science and Training and the Australian Academy of Science, in response to a recommendation made by Goodrum, Hackling and Rennie in their report, The status and quality of teaching and learning of science in Australian schools (2001). Primary Investigations (PI) was developed by the Australian Academy of Science in answer to a growing need for a hands-on, investigation-based sequence of activities for primary school science. The program was extensively trialled before its launch in 1995 and initial indications were that PI was very successful in helping reluctant primary school teachers begin to teach science (Featherstone, 1995; Goodrum, 1996). However, a recent national study of science teaching in schools (Goodrum, Hackling and Rennie, 2001) showed that many primary schools are still not teaching science, and that more needs to be done to improve the quality of primary science. This is the evaluation of the project seven years after its implementation. Objectives of the evaluation - 1. Assess and provide advice on the quality, efficiency and effectiveness of PI in meeting its stated goals: To obtain: a significant uptake by schools, an increase in teacher confidence, an improvement in students’ attitudes to science, an increase in student achievement - 2. Assess and provide advice on: the factors that facilitated the meeting of the stated goals, the barriers that inhibited the meeting of the stated goals, PI’s future development and direction - 3. Make recommendations concerning options or approaches to enhance or extend the project. Protocols The method used involved both quantitative and qualitative techniques: - analysis of secondary sources; - interviews - group discussions with teachers - survey of teachers - survey of students Results - There has been a significant uptake of PI by schools in Western Australia, Queensland, the Australian Capital Territory, parts of New South Wales, and perhaps Tasmania. - Teachers who have used PI are more confident about teaching science and are less reluctant to teach it. - Because there are more teachers interested and engaged in science teaching, more students have positive attitudes to science. - There has been no large-scale State or national study on PI student achievement in science but evaluation suggests that it has had a positive impact. - the quality of the program; the support of education, systems and other key groups; the degree of match with the State or Territory syllabus; and the presence of committed local advocates are factors that have helped PI to meet its goals. - one factor alone seems to have been sufficient to sink PI: the lack of support of the State or Territory education system and science teachers association in raising awareness about PI and encouraging professional development. - PI should be retained and revised in the future. Cooperation of stakeholders to develop, trial, promotion and support is of importance. Conclusions PI has made a significant positive contribution to primary science education in Australia. It should be more flexible and adapted to different State requirements and the needs of different teachers. A forum should be implemented for developing guidelines for the revision of PI. It is necessary to establish a mechanism to regularly survey primary schools about students’ science experience (written by P. Lucas) 085847 219 8 1115062016Aubusson&Steele.pdf šü×˝˙ţ? 2 Hannah Bartholomew Jonathan Osborne Mary Ratcliffe 2004N Teaching students "ideas-about-science": Five dimensions of effective practice 655-682 Science Education 88 5ę In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its process, and its practices. The teachers, who taught science in a mix of elementary, junior high, and high schools, were asked to teach a set of ?ideas-about-scienc? for which consensual support had been established using a Delphi study in the first phase of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' reflective diaries, and instruments that measured their understanding of the nature of science and their views on the role and value of discussion in the classroom. In this paper, drawing on a sample of the data we explore the factors that afforded or inhibited the teachers' pedagogic performance in this domain. Using these data, we argue that there are five critical dimensions that distinguish and determine a teacher's ability to teach effectively about science. Whilst these dimensions are neither mutually independent nor equally important, they serve as a valuable analytical tool for evaluating and explaining the success, or otherwise, that individual teachers of science have when confronted with teaching aspects about science. In addition, we argue that they are an important means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula that incorporate elements of ?ideas-about-science? Š 2004 Wiley Periodicals, Inc. Sci Ed, 88:655-682, 2004# http://dx.doi.org/10.1002/sce.10136 1098-237X Science EducationĽ Department of Education and Professional Studies, King's College London, London SE1 9NN, UK; School of Education, University of Southampton, Southampton SO17 1BJ, UK Ř üö˙˙˙?  Robert Bleicher Joan Lindgren 2005J Success in Science Learning and Preservice Science Teaching Self-Efficacy  205-225$ Journal of Science Teacher Education 16 3X self-efficacy, preservice trainings, conceptual understanding, pedagogy, science contentÁ This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and conceptual understanding. Engaging preservice teachers in hands-on, minds-on activities and discussion were important contributors. Participants reported that they would be inclined to teach from a constructivist perspective in the future. One implication from this study is that increasing the quantity of science content courses that preservice elementary teachers are required to take may not be sufficient to overcome their reluctance to teach science if some of their learning does not take place in a constructivist environment. In our teaching, we have tried to integrate pedagogy with learning science content. 7üÖ~˙˙?  Briscoe, Carol Wells, Elaine 2002~ Reforming primary science assessment practices: A case study of one teacher's professional development through action research 417-435 Science Education 86 3# acition, research, science, teacherď Calls for reform have suggested that classroom practice can best be changed by teachers who engage in their own research. This interpretive study examines the process of action research and how it contributes to the professional development of a first-grade teacher. The purpose of the study was to explore the research process experienced by the teacher as she examined whether portfolios could be used as an effective means for facilitating and assessing young children's development of science process skills. Data sources included a journal kept by the teacher, documents produced by the teacher and students as part of the portfolio implementation process, hand-written records of teacher's informal interviews with students, and anecdotal records from research team meetings during the study. Data analysis was designed to explore how the teacher's classroom practices and thinking evolved as she engaged in action research and attempted to solve the problems associated with deciding what to assess and how to implement portfolio assessment. We also examined the factors that supported the teacher's learning and change as she progressed through the research process. Data are presented in the form of four assertions that clarify how the action research process was influenced by various personal and contextual factors. Implications address factors that facilitated the teacher as researcher, and how this research project, initiated by the teacher, affected her professional development and professional life.$ http://dx.doi.org/10.1002/sce.10021 1098-237X citeulike:387942 +ţö˙˙˙?  C. Brugiere J. Lacotte  2001| Fonctions du cahier d'expĂŠriences et role de la mĂŠdiation enseignante dans un dispositif " La main Ă  la pate " en cycle 3 135 -161 Aster 33` written productions, formative assessment, primary school, La main Ă  la pâte, science notebook  This study examines the written work produced by a class of 9-10 years old pupils during a session on fossilisation that is part of La main Ă  la pâte program. The program recommends the use of a "laboratory notebook" in which each pupil writes notes on the procedure followed. In this class, the notebook serves mainly to record the path followed collectively (where we left from and where we ended up) and to support individual oral expression during discussions in the classroom. The didactical analysis of the content of the notebook shows that it plays a minor role in the individual conceptual construction since the scientific reasoning, in this case is mainly elaborated in a collective manner, under the guidance of by the teacher.The verbal interactions between the teacher and the pupils lead to the production of another type of written work, transcribed in the "science exercise book", which respects the norms of the scientific discourse and which will later be memorised or even published in the scholl's scientific journal the constructivist process promoted by La main Ă  la pâte is therefore used more during the collective oral sessions where the teacher plays an important role of mediation, than in a systematic use of their own personal writings by pupils. ˙üö˙˙˙? , J.F. Carlisle J.E. Fleming B. Gudbrandsen  2000, Incidental Word Learning in Science Classes  184-211# Contemporary Educational Psychology 25 2G formative assessment, language skills, primary school, applied problems  The purpose of the project was to investigate students' incidental word learning in science classes that depended on discussion and hands-on activities. In separate studies, 4th- and 8th-grade students were given pretests and posttests that assessed depth of knowledge of topical words used in a single unit. In both studies, students made significant improvement in their knowledge of topical words; knowledge of nontopical words did not improve. Students who started the unit with partial knowledge of topical words were likely to learn meanings appropriate for the unit. Depth of topical word knowledge also contributed significantly to improvement on a test of applied problems. While significant incidental word learning occurred over the science units, students with little or no understanding of topical words at the outset tended to make limited progress in both word learning and learning the ideas and information of the unit. The educational implications are potentially serious and need to be explored in further studies. č D×öý˙ý?  2 Carulla, Cristina Duque, Mauricio Figueroa, MarĂ­a 2003* Percibir el mundo con los cinco sentidos. Emociones y Razones para innovar la enseĂąanza de las ciencias. Siete experiencias pedagĂłgicas de la Escuela BĂĄsica. (Perceive the World with 5 senses. Feelings and reasons for innovating sciences teaching: 7 pedagogical experiences at primary school.)w Emociones y Razones para innovar la enseĂąanza de las ciencias. Siete experiencias pedagĂłgicas de la Escuela BĂĄsica. IDEP IDEP Language, science education IBSE’ This paper presents examples of qualitative effects of inquiry based science education through the testimonies of Colombian teachers implementing it in their classes. The paper refers to the example of the school La giralda of Bogota, for low income students where, 20 classes and close to 500 children are involved in PequeĂąos cientificos, the local inquiry based science education program. Teachers were trained (in service training) to implement first the “insight” unit: the 5 senses. Teachers noticed that students performed their observation skills, and enhanced their scientific vocabulary related to the senses. But also teachers gain on noises discrimination. One of the problems encountered by the teachers was to leave bigger independence to students respecting to traditional teaching. First attempts were hard but with the time they were benefit for teachers management of big groups (40 students by class) and for students its was the occasion to develop their collaborative skills. About language, main initial focus was rather given to the development of oral skills, then place to written skills was given progressively. Teachers recognized that the scientific coaching was vital to implement that type of teaching in their classes. It was basically provided by under graduated engineering students of the local University that help teachers during the science sessions. Pedagogical coaching was weekly provided in order to solve teachers’ questions (visits of Karen Worth were welcome providing tips and suggestions of how better perform in the classroom. This was particularly true for questions related to students’ socialization. (written by P. Lucas) 958-8066-26-X 3039947008_sentidos_carulla.pdfîüö˙˙˙?  C. Chin G. Kayalvizhi  2002G Posing Problems for Open Investigations: what questions do pupils ask?  269-287- Research in Science & Technological Education 20  2U questions identification, primary school, investigations, pose problems and questionsŮ The purpose of this study was to (a) find out the types of questions that pupils ask for open-ended science investigations, and (b) discuss how teachers can help pupils to identify problems and pose questions that are feasible for investigations. The study was conducted in a class of 39 primary 6 pupils of mixed ability. The pupils wrote down questions for two investigations that they would like to work on. The questions for the first investigation were generated individually, but those for the second investigation were posed in groups after the pupils were shown some examples of investigable questions. Among the questions that were posed individually, only 11.7% could be answered by performing hands-on investigations. Most of the questions asked were based on general knowledge and covered a wide range of topics. However, when questions were generated in groups after examples were shown, there was a significant increase in the number of questions that were amenable to science investigations (71.4%) but they related to fewer topics. A typology of investigable and non-investigable questions is proposed. Suggestions on how teachers can help pupils to pose problems and questions that are feasible for investigations are given. ÂďŇ˙˙˙?  " Edward Chittenden Jacqueline Jones 1998. Science Assessment in Early Childhood Programs 17ppI Forum on early childhood science , mathematics and technology education  Washington, D.C.ž Alternative Assessment; Child Language; Educational Change; Evaluation Methods; Preschool Children; Preschool Education; Science Education; Student Evaluation Feb 6- 8, 1998ë The momentum toward reform of science education brings pressures on schools and teachers to evaluate or otherwise account for children's progress in science. Although this interest can bring with it a certain amount of rush to judgment, it brings an opportunity to explore assessment alternatives that are fundamentally different from conventional evaluation methods. This paper focuses on one purpose of assessment, to inform instruction and support learning, starting from the premise that the foremost function of classroom assessment in the early years is to enhance teachers' powers of observation and understanding of children's learning. The paper discusses the guiding principles of preschool assessment: (1) including multiple forms and sources of evidence; and (2) using evidence collected over time, evidence highlighting what the individual knows, and evidence showing the collective knowledge of groups of learners. The paper also discusses documentation as an approach to assessment, including children's talk, guidelines for documenting science discussions, and a sample document recording a class discussion. The paper concludes with an examination of how lessons from early literacy assessment can be applied to early science assessment. (EV)O http://www.project2061.org/publications/earlychild/online/experience/cjones.htm  Ż„Ďöţ˙ý? 5 Nicholas A. Ciotola Anthony J Ragona Darlene Ulrich 2004Ž A Review of The Teachers Academy for Mathematics and Science 13 Year Experience Implementing Inquiry Based Learning in Illinois Public Schools 35 Chicago, IL, Teachers Academy for Mathematics and ScienceQ Sub-population Comparisons, Academy Performance, primary school, long term effectă Since 1991 Teachers Academy for Mathematics and Science (“TAMS” or the “Academy”) has been providing training in inquiry-based learning to schoolteachers of mathematics and science. TAMS serves exclusively teachers of students in grades pre-kindergarten through 8. Located in Chicago, Illinois the Academy has limited its professional development services to low-income public schools in the State of Illinois. The teaching and learning environments for TAMS schools are challenging. The term “low-income school” means that at least 75% of the students in the school are eligible for the free or reduced lunch program funded by the U.S. government. Much of this paper presents the results of quantitative data that shows the effects of TAMS training on schools, teachers and students. The Academy has invested much time and money in developing assessments and in gathering and analyzing data. You will see that there are issues with both the data and the analytics. The statistical work uses a number of techniques. Each technique has its limitations. However, collectively the body of analytical work points to a clear conclusion. Students of teachers practicing inquiry-based methods show significant improvement on Illinois state tests.3 Since 1991 Teachers Academy for Mathematics and Science (“TAMS” or the “Academy”) has been providing training in inquiry-based learning to schoolteachers of mathematics and science. TAMS serves exclusively teachers of students in grades pre-kindergarten through 8. Located in Chicago, Illinois the Academy has limited its professional development services to low-income public schools in the State of Illinois. The program focuses on the best practices in mathematics and science education, emphasizing hands-on, inquiry-based instruction. The teaching and learning environments for TAMS schools are challenging. The term “low-income school” means that at least 75% of the students in the school are eligible for the free or reduced lunch program funded by the U.S. government. The TAMS program consists of a two-year long, comprehensive, standards-based professional development program in mathematics and science for public elementary school teachers. Teachers from participating schools complete a series of courses totaling 120 hours specifically targeted to the teaching of mathematics and science to elementary school students. In addition to providing professional development courses, Academy personnel attend 15 actual classroom sessions of each individual teacher participating in the program. This review focuses on the research and empirical evidence supporting the effectiveness of the program. Issues related to the conditions under which the program has been found to be most effective are not addressed. Prior to beginning the program teachers complete a background questionnaire (an attitude survey and skill tests on knowledge in mathematics and science), at the end of the first year and at the conclusion of the second program year. The information collected is used in assessing the program’s impact on teacher attitudes and content knowledge. In addition, the Academy has collected both school-level and student-level test score information to the Iowa Test of Basic Skills (taken annually by students in Chicago District #299), as well as the Illinois Goal Achievement Program (IGAP), and the Illinois Student Achievement Test (ISAT). Quantitative data are supplemented by qualitative observations. In this work, TAMS first had to have a clear idea of what inquiry meant. According to the standards, “Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. Some problems are encountered; generally they come from the teachers themselves rather than the students. Many teachers are so fearful of science and even mathematics that they struggle to let students find out information on their own. Assessing Program “Effects”: It has at least two components: -The first is the “Effect” the program has on teachers: the form of changes in content knowledge, teaching techniques and orientation. - The second component is the “Effect” on student learning. How well teachers transfer the knowledge gained through their participation in TAMS coursework and how effective they are in using the new teaching skills developed in the courses to increase student learning. This is measured by changes in standardized test scores and changes in the percentage of students meeting or exceeding standards. Results - the impact is greater in the lower grades. - the effect is greater in districts outside Chicago, where both student and teacher mobility are lower. - the impact is also greater in smaller schools (less than 700 students) than in larger schools, and greater in schools where the school administration strongly endorses the program. - While statewide the percentage of students meeting or exceeding mathematics standards in 3rd, 5th and 8th grade are higher than in Academy schools. Similarly for students meeting 4th and 7th grade science standards statewide respecting to Academy schools. The gap in performance between Academy and non-Academy schools in Chicago is much smaller. - However, the percentage of students in Academy schools meeting or exceeding state standards in both math and science is equal to or exceeds that in similarly situated Chicago schools. - Change over time: in Chicago, Academy schools showed increases in the percentage of students meeting or exceeding standards of 50% and 37% in mathematics and science respectively, while non-Academy schools are seen to have posted less gains of 18% and 31% in mathematics and science. Out Chicago, these percentages rise to 75 and 32 % (math, sciences respectively) into Academy schools respecting to 29% and 6% in non-Academy schools. - For a same school in Chicago, students taught by Academy trained teachers answered a higher percentage of questions correctly than did students in the same schools who were not taught by Academy trained teachers. - The assessment of the program’s impact on male and female students as well as an on its impact on ethnic populations was carried out: with respect to the change in the percentage of students meeting or exceeding State science standards (4th to 7th grade science), boys outperformed Academy girls and Academy African-American students out performed the Academy’s Hispanic and Caucasian students. - Qualitative evidence of effective impact (recorded and hand-written observations) 1. Teachers attempt lessons that they would not have tried before. 2. Students that have trouble in reading, sometimes out-perform some of the other students. 3. Teachers see their students become more lively and excited when involved in hands on activities. Conversations that are focused on the activities are observed. 4. Students that were not interested in any classroom activities, are now interested in these inquiry based lessons. 5. Cooperative group skills used in mathematics and science activities are used in other subject areas. 6. Teachers incorporate graphing in more areas of their science and mathematics lessons. 7. Students extend their own knowledge by replicating investigations or rebuilding models at home. 8. Teachers begin to create different ideas for analyzing information for the science kits that they are using. - In general, Chicago Academy schools do better than similar non-Academy schools on state standardized assessments. (written by P. Lucas) 2553565440bilan13ans-tams.pdf üöţ˙ý?  Gerry Corrigan Neil Taylor 2004œ An Exploratory Study of the Effect a Self-Regulated Learning Environment Has on Pre-Service Primary Teachers' Perceptions of Teaching Science and Technology 45-62; International Journal of Science and Mathematics Education  2 1V confidence - learning environment - metacognition - science education - self-regulated* The effects of a Self Regulated Learning (SRL) environment on pre-service primary teachers of Science and Technology were investigated in this exploratory study. A representative sample of teachers was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively. The preliminary results suggest that students' understanding of how to implement activity-based learning was enhanced by the SRL environment. Additionally they claimed to be more confident about their ability to teach. However, conceptual understanding did not appear to improve. These findings will inform a larger study involving SRL that will also address the issue of subject content knowledge and attempt to develop overall teaching competence in primary Science and Technology.ş A “representative” sample of teachers (6) was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively (they are in preservice training –first year, in Australia). The interviews were of 25-30 min. duration, done at the end of the project. In addition to teachers interviews, student reports were examined (taking into account knowledge of science concepts) This study will focus on providing a positive experience in science for pre-service primary teachers through a self-regulated learning (SRL) environment. The purpose of this study was to determine whether such an SRL approach, within the confines of a first year primary science and technology education unit, would deliver reflective, independent self-aware pre-service teachers. Primary teachers’ dislike of science and their low confidence levels in teaching in this subject area, thus teaching strategies consistent with contemporary science curricula are frequently not used. It was observed that low confidence levels are a significant barrier to teaching science and technology. The negative attitudes can also be transformed into an anxiety about teaching science and technology. This anxiety appears to be widespread amongst those primary level teachers for whom the teaching of the discipline is compulsory. A positive attitude towards science is seen to be vital at the primary level. Investigative hands-on activities, a learning environment that included support, enthusiasm, encouragement and the freedom to ask questions, is perceived as one that is positive by pre-service primary teachers. The features of a learning environment that produce these changes are likely to have the following characteristics: • Student centred; • Inquiry based and hands-on activities; • Investigative approaches; • A supportive learning environment; • Freedom to ask questions; • Enthusiasm and encouragement; and • Peer group discussions . It has been shown that addressing the confidence levels and attitudes of pre-service teachers of primary science and technology are important steps towards developing a broader adoption of science and technology in the primary classroom. Results: - Pre-service students involved in this study reported that they had found science problematic at high school and had not enjoyed it. - Hands-on activities were likely to result in higher levels of motivation amongst pupils than text book work - The provision of a supportive and flexible SRL environment also played a role in developing positive outcomes in the affective domain, particularly their confidence to teach primary science and technology - The ability to manage resources appropriately, including equipment, was one of the issues that impinged upon teacher motivation to teach science. Conclusions: Albeit with a small sample, results indicate that some pedagogical content knowledge (PCK) was gained by the participants. There is an improvement in participant’s understanding of: hands-on investigative work; how to adapt activities for different stages; how to use equipment; outcomes and their uses and the relationships between pedagogy and pupil motivation - freedom and flexibility, fun and lecturer support are of importance for confidence motivation and cognitive engagement. - However despite having been required to explain the science behind their various activities, students were only able to do this superficially at best. (written by P. Lucas) 0439841024egulated_learning.pdf ćţöţ˙˙?  P. Cros S. Respaud 2001× Articulation entre des pratiques d'ĂŠcriture et la construction des savoirs Ă  l'ĂŠcole primaire : Une ĂŠtude de cas (Relations between written records and knowledge construction at primary school: a case of study.) 163-188 Aster 334 primary school, written work, formative evaluation, Í The setting up of a sequence on changes of state has enabled 10 year old pupils to discover some properties of water: That water evaporates and that water vapour can condense under certain conditions. This sequence also enables them to discover , formulate and use, in communication situations, the criteria for realising certain types of written work which are met frequently in science: reports sheets (written as a group) and explanatory texts(written individually). The authors set the hypothesis that on the one hand, improving writing leads to improving knowledge building, and on the other, that experimenting and experiencing an investigative process leads to an improved writing of what has been experienced. Three evaluations (before starting the sequence, immediately after finished and a month later) showed that the construction of knowledge is fragile and that it needs time, whereas it would seem that attitudes and writing practices can be improved quickly.Ä The implementation of a unit about changes of state allowed to 10 year-old pupils (26) to discover some properties of water: water evaporates and water vapour can condense under certain conditions. This unit also allowed them to discover, formulate and use when communicating, the criteria for doing certain types of written records which are frequent on science: reports sheets (group record) and texts (individual records). The authors set the hypothesis that on the one hand, improving writing leads to improving knowledge building, and on the other, that experimenting and experiencing an investigative process leads to an improved writing of what has been experienced. Three evaluations as written questionnaire (before starting the unit, immediately after finished it and a month later) showed that the construction of knowledge is fragile and that it needs time to be done, whereas it seems that attitudes and writing practices can be improved quickly in particular at the level of sentences construction where the presence of connectors (because, since,…) are often included in the final questionnaire. The authors think that the work done at language level facilitated the construction of some scientific concepts (students need to explain, to argue, to discuss, to write and this allows the construction of the knowledge. At the same time the scientific activities allowed to develop some language skills= Better structure of written records. (written by P. Lucas) ćţöţ˙ý? 2 Peggy Cuevas Okhee Lee Juliet Hart Rachael Deaktor 2005I Improving science inquiry with elementary students of diverse backgrounds 337-357( Journal of Research in Science Teaching  42‚ impact, skills in inquiry, elementary, gender, ethnicity, languages, learning environment, audiotape, videotape, and transcriptionŮ This study examined the impact of an inquiry-based instructional intervention on (a) children’s ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children’s ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourthgrade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. “ This study examined the impact of an inquiry-based science teaching on (a) children’s ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children’s ability among demographic subgroups of students. The study involved 25 third- and fourthgrade students from six elementary schools representing diverse linguistic and cultural groups. The intervention focuses on two units each for Grades 3 (Measurement and Matter) and 4 (TheWater Cycle andWeather). These topics follow the sequence of instruction from basic skills and concepts (measurement, matter) to variable global systems (the water cycle, weather). Each unit is designed for 2 to 3 months of implementation, assuming 2 hr of instruction per week. Over the course of the year, teachers attended four full-day workshops on regular school days. The study was conducted in a large, urban school district in the southeastern United States with a high proportion of students from diverse languages and cultures. The six elementary schools participating in this research mirrored the demographics of the school district with respect to students’ ethnic and linguistic backgrounds, SES, and English proficiency, among other factors. This study involved students from each of the seven teachers who were selected for their effectiveness in teaching science and literacy Today’s complex society requires members to analyze and respond to issues and a constantly expanding knowledge base. To achieve this goal, classrooms must be transformed from environments that encourage students to go beyond memorizing facts into taking the initiative and responsibility for their own learning. This study is part of a large-scale instructional intervention aimed at promoting achievement and equity in science and literacy for linguistically and culturally diverse elementary students. The literature review focuses on two issues related to science inquiry: (a) lack of a commonly accepted definition of science inquiry and (b) instructional interventions to promote science inquiry with elementary students, particularly with linguistically and culturally diverse students. The National Science Education Standards definition (1996): Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. However, the variety of definitions of science inquiry in the research community, coupled with multiple interpretations of inquiry by teachers and students, presents difficulties in conducting research and interpreting results. Thus, comparing results of studies on inquiry-based learning requires explanations of the type of inquiry employed in each study. A reason frequently cited for the failure of educators to effectively implement inquiry-based instruction is the lack of empirical studies examining how best to teach the process of inquiry. In general, success at increasing students’ ability to ask questions is made more difficult if students do not already possess personal experience or prior knowledge of the topic to be studied. Results: Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. Significant increases in students’ ability to conduct inquiry in general and to employ each of the specific skills of the inquiry framework were observed but students’ ability to formulate a problem statement did not improve significantly. Students’ ability to develop procedures for solving the problem improved significantly. Students’ ability to describe how they would use those materials to conduct their investigation was not statistically significant. There was also a significant positive increase in students’ ability to formulate a conclusion. Gaps among Demographic Subgroups : Because of a small sample size, tests of statistical significance were not conducted but gains for the low-achieving students were dramatic. At the start of participation in inquiry-based instruction, the ability of male and female students to conduct inquiry was almost on par. After participation in inquiry-based instruction, the rmean for females increased. Both native English-speaking and native Spanish-speaking students increased significantly in their ability to conduct inquiry. The largest gains were observed for the skills of planning and drawing a conclusion The intervention had a positive impact on students’ inquiry ability regardless of their grade, achievement, gender, SES, ethnicity, home language, or English proficiency. Comparisons among demographic subgroups indicate that the lowachievers and the low-SES students made impressive gains from the pre- to post-elicitations compared to their high-achieving and middle- SES counterparts. Students who had exited from ESOL programs also showed a greater gain than non-ESOL students. There were no noticeable differences in mean scores on the pre- and post-elicitations as well as gain scores between male and female students, indicating that both groups equally benefited from the intervention. There are limitations to this study. One is the lack of a control or comparison group. Another limitation is the small sample size of 25 students who completed both pre- and post-elicitations. (written by P. Lucas) 2386947840ementary students.pdf 7ü÷ţ˙ý?%  R. Gott S. Duggan  2002Q Problems with the Assessment of Performance in Practical Science: which way now?  183-201 Cambridge Journal of Education 32 2Ŕ This paper presents an overview of the problems associated with the assessment of practical work in science. We identify two theoretical positions from which different emphases for teaching and assessment flow and examine some of the available evidence on possible methods of assessment which articulate with these two positions. We consider the position adopted by the UK National Curriculum in science and its response to the problem of reliability. We explore possible ways forward which maintain the integrity of investigative work within the curriculum. Finally, the notion that there might be a separate ability, namely an ability to do practical work, is addressed and its consequences considered.ž This paper presents an overview of the problems associated with the assessment of practical work in science. We identify two theoretical positions from which different emphases for teaching and assessment flow and examine some of the available evidence on possible methods of assessment which articulate with these two positions. We consider the position adopted by the UK National Curriculum in science and its response to the problem of reliability. We explore possible ways forward which maintain the integrity of investigative work within the curriculum. Finally, the notion that there might be a separate ability, namely an ability to do practical work, is addressed and its consequences considered. The first problem, subject of this paper, concerns the difficulties associated with summative assessment, whilst the second is to do with problems of progression. The link between the two can be traced to the necessity for a clear definition as to what is to be taught under the heading Scientific Enquiry, since this will, in turn define how it is to be both assessed and structured. It is clear that ‘Scientific Enquiry’ is an important element of science education. Ensuring that its assessment is as valid and reliable as possible is critical to its survival. Position 1: One way to approach teaching and assessment of investigations is that typified by a performance model which restricts teaching and assessment methods to practical activity. ‘Performance’ is identified with ‘skills’, which include the ‘higher order skills’ of planning, measurement, observation and so on. Position 2: it defines ‘skills’ differently and suggests that the understanding required to carry out investigative science effectively can be regarded as a body of knowledge in its own right. The model suggests that effective problem solving involves an interaction of conceptual and procedural understanding. Problem solving is a complex and demanding activity requiring pupils to be able to synthesise procedural and conceptual understanding. Consequences for assessment: Position 1: The performance is not assessed directly as this requires time consuming observation of pupil actions. There are early indications’ that older pupils, regardless of ability, were accurate in reporting how they did an experiment but noted that the evidence was ‘not substantial’ They found a low level of agreement on procedures between observed performance and notebooks for students who were inexperienced in report writing and they conclude that ‘this limits the utility of the notebook’. An alternative solution is to tighten up the design of the assessment tasks in terms of their format, wording and structure in order to reduce variation and, hence, reduce the number of separate tasks needed before the aggregated score can be said to be reliable. It seems that if tightening up the presentation of a task by specifying design criteria may not have a significant effect on reliability for the hands-on, practical element of the tasks. It is also clear that student performance is affected significantly by the computer interface. Students tend to collect huge amounts of data and then lose their way in it, in contrast to many practical tasks where time constraints limit the volume of data. Then there is no easy solution to the problem of reliable assessment if we are to focus exclusively on complete investigations. Position 2: The practical assessment of the application and understanding of concepts of evidence means that pupils need to carry out parts of investigations, such as the design of an experiment or aspects of measurement. The Assessment of Achievement Programme (AAP) in Scotland monitored pupils’ performance of both procedural and conceptual science in three age groups (8/9 years, 11/12 years and 13/14 years). One of their findings was that lower achieving children in all three age groups appeared to perform better on practical than written assessments. Gray & Sharp (2001), following on from the AAP work, compared written and practical modes of assessment controlling as many variables as possible using closely comparable tasks and giving both modes of assessment to a sample of primary pupils (10/11 years old). Their results confirmed that performance was consistently better on practical than on written tasks. The differences between lower and higher achievers was not confirmed. In summary, while Position 2 has allowed us to consider a wider variety of assessment methods than Position 1, our review has shown that there are many unanswered questions about the validity of alternative methods. On the basis that no single assessment format is valid, we could argue that to be fair and to give students every opportunity to demonstrate their understanding we should use multiple assessment formats. Student performance on practical investigative work may represent some combination of practical and creative facets of intelligence and that other modes of testing, such as written activities, may represent an analytical facet of intelligence. The search for alternative methods of practical science assessment (whether of skills, concepts of evidence or whole investigations) continues to be unproductive. (written by P. Lucas) 3965752832nt_of_performance.pdf ü „ÇÖü˙ý?& 4 Gouvernement du QuĂŠbĂŠc, Ministère de l'ĂŠducation 2002Ÿ Echelles des niveaux de compĂŠtence: Enseignement primaire : 4.2- Science et technologie. The competency levels by cycle : Primary school (QuĂŠbec Gouvernment) 47-50# Bibliothèque nationale du QuĂŠbĂŠc MontrĂŠale Direction de la formation gĂŠnĂŠrale des jeunes, Gouvernement du QuĂŠbĂŠc, Ministère de l'ĂŠducation0 assessment grids, Canada, skills, primary school+ Presentation of grids designed to support pedagogical interventions of teachers related to pupils learning and standard aims. They describe the progression of the pupils and thus make possible to have a global view of the skills development in order to best orient learning or to draw up evaluation.< http://www.meq.gouv.qc.ca/DGFJ/de/pdf/echellesduprimaire.pdf˜ This is the presentation of “grids” designed to support pedagogical interventions of teachers related to pupils learning and standard aims. The document should be seeing as guidelines to recognize certain stages in the development of competencies, the competency levels fall within the general field of interpretation by criteria and provide teachers with a common frame of reference to help them interpret their observations and form opinions about the development of competencies. They detail, for each competency, different levels of development along a continuum. Each level must be understood and interpreted in light of the indications provided in the Program. These sets of competency levels are intended to support the educational approaches of teachers in relation to students’ learning and the evaluation of their competencies Science and technology are not part of the timetable in Elementary Cycle One. The related essential knowledges are developed through the other subjects, but especially through the broad areas of learning. Competency 1: to propose explanations for or solutions to scientific or technological problems. Competency 2: to make the most of scientific and technological tools, objects, and procedures. Competency 3: to communicate in the languages used in science and technology Cycle 2 : Level 1: The student discovers a few elements of a problem. Cycle 2 : Level 2 : The student discovers a few scientific and technological elements of a problem and uses his or her own words to explain the nature of the problem. Cycle 2 : Level 3 : On the whole, this last level of the cycle corresponds to the end-of-cycle outcomes of the QuĂŠbec Education Program. The student recognizes a few scientific and technological elements of a problem. He or she makes connections between the elements of the problem. He or she sometimes reformulates the problem in his or her own words. Cycle 3: Level 4: The student recognizes scientific or technological elements of a problem. With help, the student makes connections between the knowledge he or she already has and his or her tentative explanations when exploring ideas related to explanations or solutions. Cycle 3, Level 5: The student points out scientific or technological elements of a problem and uses his or her own words to explain the nature of the problem. With help in some of the more complex situations, the student makes connections between the knowledge he or she already has and his or her tentative explanations when exploring ideas related to explanations or solutions. Cycle 3, level 6: The student points out scientific or technological elements of a problem. He or she makes connections between these elements and the problem and reformulates the problem in his or her own words. The student makes connections between the knowledge he or she already has and his or her tentative explanations when exploring ideas related to explanations or solutions. (written by P. Lucas) 2-550-39033-4 1013195776etence_min_quebec.pdf†üö˙˙ý?'  Donald Gray Bob Sharp 2001H Mode of Assessment and its Effect on Children’s Performance in Science 55-68$ Evaluation and Research in Education 15. 2 M assessments types, low achievers, parctically based tasks, gender differencesa The research described here was an attempt to focus on and examine the phenomenon of differential performance on different modes of assessment noticed in the Assessment of Achievement Programme (Science), in Scotland. The research examined the performance of a sample of Primary 6 (10/11 years old) children non two modes of assessment. Comparable tasks were devised in both pencil and paper and more ‘practical’ formats and children’s performance on these tasks analysed. The assessments and procedures used were refined and repeated in a second phase. Results suggest there is evidence that children, particularly lower achievers, perform better on more interactive, practically based tasks than on comparable tasks presented in a purely pencil and paper format. There is also evidence to suggest that there may be gender related differences in performance. 0509926144ns_performance_UK.pdf  Wüö˙˙˙?(  Jodi J. HANEY Julia MCARTHUR  2002h Four case studies of prospective Science teachers' beliefs concerning constructivist teaching practices 783 - 802 Science education 86 6 Q constructivist teaching practices, formative assessment, teacher assessment, CLES8 This article begins by identifying the major components of constructivist teaching practices. These components come from an article by Brooks & Brooks (1999) and describe a classroom “in which students are viewed as partners in the learning process.” The components include: an emphasis on big concepts in the curriculum, pursuit of student questions, heavy reliance on primary sources of data, viewing students as thinkers, teachers mediate and create an interactive environment, teachers value the students’ point of view, assessment is based on student learning during activities and demonstrated through exhibitions and portfolios, and students often work in groups. These components are compared with a traditional classroom, which largely consists of reliance on a fixed curriculum, textbooks, teachers behaving didactically, teachers looking for correct answers, and assessment through testing.The research section of the article looks at 4 prospective science teachers and seeks to compare their beliefs about constructivist teaching with their implementation of constructivist teaching in the classroom. The authors use a survey called the Classroom Learning Environment Survey (CLES), developed by Taylor, Fraser, and White (1994), to determine which science teachers they chose for the study. They chose four with varying scores, and therefore varying beliefs about constructivist teaching. The survey and study looked at beliefs and implementation of the following ideas by the teachers: 1) scientific uncertainty (no certain answers), 2) student negotiation (group work), 3) shared control of the curriculum by students and teacher, 4) critical voice (students’ questioning why they are studying a given topic), and 5) personal relevance of curriculum to students’ lives. The study identified the prospective teachers’ core beliefs (those that were being implemented) and peripheral beliefs (those that were not being implemented). The study found that the core beliefs of the constructivist-minded prospective teachers were #1, 2, and 5, but they were struggling to implement #3, which was called a peripheral belief. #4 was hardly mentioned. A conflict existed for the teachers who desired to implement shared control of curriculum decisions (#3). This conflict existed because of pressure on them to implement a more or less fixed curriculum which covered certain content and prepared students for state/national tests. I could very much relate to this conflict. In the conclusion, the article also brought up the idea of whether student teachers should be paired with cooperating who have the same/different beliefs about constructivist teaching practices. In two of the cases, the student teachers said they felt supported by their coop. in implementing constructivist practices, while two of the student teachers did not feel supported. ź DĎŇ˙˙ý?* ! Wynne Harlen 2004. Evaluating Inquiry-based Science Developments # Evaluation of Inquiry-based Science Washington, USA National Research Councilf inquiry implementation, formative assessment, teacher's actions, students's actions, program's impacts May 11, 2004* This paper is written to provide an introduction to discussions of what can be learned from existing research and experience relating to the effects of inquiry-based teaching and learning. It considers the meaning of inquiry and of inquiry-based instruction and the obstacles to implementation and evaluation, some of which follow from the nature of the changes in teaching that are required. Some case studies of evaluations are used to illustrate factors that need to be taken into account, and from these are drawn implications for future evaluations.J http://www7.nationalacademies.org/bose/Inquiry_Based_Science_Homepage.html 0944179713velpments_WHarlen.pdfEÄßö˙˙˙?,   Heins, George 19906 The Assessment of Hands-On Elementary Science Programs& North Dakota Study Group on Evaluation5 Achievement; Educational Assessment; Elementary Education; Elementary School Science; Evaluation Criteria; Evaluation Methods; Evaluation Problems; Foreign Countries; Hands on Science; Measurement Techniques; Needs Assessment; Performance Factors; Science Education; Science Programs; Testing; Thinking Skillsƒ This document contains 15 chapters on various topics related to elementary science assessment. A comprehensive description of efforts to introduce alternatives to multiple-choice, paper and pencil tests to assess science learning is provided. The monograph includes an analysis of assessment issues, descriptions of current practice, and suggestions for new assessment methods. Part One, "Lessons from the Assessment of Reading and Writing," discusses literacy and testing, and contains papers by Brenda Engel and Patricia Stock. Part Two, "Assessment Theory," discusses thinking skills of students, and the validity of science assessments; articles are written by Audrey Champagne, Jerome Pine, and Frank Davis. In Part Three, "Large Scale Assessments," state assessments and the United Kingdom's Assessment of Performance Unit (APU) are discussed in studies by Joan Baron and Patricia Murphy. Part Four, with articles by Maryellen Harmon and Jan Mokros, and by Rosalind Driver, "Assessment in Science Education Research and Development," assesses the NSF elementary science curricula and the progress of children's understanding in science. Part Five, "New Approaches to Science Assessment," includes young children's discussion of science topics and a source of data for assessment in elementary school science based on children's investigations; contributions are by Edward Chittenden and Hubert Dyasi. (KR)eüö˙˙˙?. $ Daniel T. HICKEY Steven J. ZUIKER  2003= A new perspective for evaluating innovative science programs 539 - 563 Science education  87  4 = summative evaluation, science programs, individual assessment| This paper outlines a stridently sociocultural perspective on educational program evaluation. This perspective emerged across successive attempts to evaluate science programs in a manner consistent with sociocultural views of knowing and learning, while still yielding conventional evidence of achievement. The perspective is characterized by (1) rigorous use of multiple-choice tests, performance assessments, and interpretive event-based analyses, (2) a dialectical approach to reconciling conflicting conclusions from different types of individual assessments, and between individual and event-oriented assessments, and (3) a pragmatic focus on the differences among various implementations of the innovation, with judicious, targeted use of comparison groups. Innovators facing the tension between contemporary views of knowing and learning and conventional views of accountability should find this perspective particularly useful. It is relevant for a broad range of evaluation contexts, including large-scale externally funded innovations as well as more informal practitioner-initiated studies, and should be useful in many content domains. Cüö˙˙˙?3  T. Jarvis A. Pell 2002t Changes in primary boys' and girls' attitudes to school and science during a two year science in-service programme.  43-69 The Curriculum Journal 13  1 0 children attitudes, in-service programme, genderC A pupils attitude test was developed to monitor change over the two years of a primary science in-service programme. It explores pupils' views about school in general so that changes in science attitudes can be contextualized within the whole school experience; feelings towards science experiments; and perceptions of real-world science. The test was piloted with schools outside the in-service programme. Approximately 2000 pupils were tested in January 1999, September 1999 or January 2000. A random sample of children were retested in June 1999 and compared with a 'control' school. All the children in the project were tested again in July 2000. The results indicate a generally positive attitude towards coming to school, with particular preferences for work with computers and working together. As the pupils get older, their enthusiasm for science falls as they find it less difficult or demanding. This relationship appears to be broken by teacher in-service to some extent. Girls in particular showed a greater enthusiasm for independent investigative science after the programme. ťüö˙˙˙?7 B.B. Kern  2002€ Enhancing accounting students' problem-solving skills: the use of a hands-on conceptual model in an active learning environment  235-256 Accounting Education 11 3O effects hands-on conceptual model, formative assessment, problem-solving skillsš This study documents and evaluates the effectiveness of using a hands-on conceptual model in an active learning environment in a first accounting class. A hands-on model that can be used to help students learn inventory cost allocations is described. The model's potential for enhancing student learning is assessed. Three learning scenarios are evaluated. The first is predominately a traditional lecture-oriented approach using numerical examples to illustrate concepts. The second adds the use of a model within a lecture setting. The third uses an active learning approach along with the model. Student performance and preferences are assessed. Students indicate they perceive that the model helped them understand inventory cost allocations better than solely using numerical examples. Results from an assessment instrument indicate that students who use the model in an active learning environment show enhanced problem-solving skills over that which can be attained in a lecture-oriented environment. There is no evidence, however, that the use of a conceptual hands-on model enhances conceptual recall over that which can be attained in a lecture-oriented environment. büö˙˙ý?8 0 Paula Kilfeather Michael O'Leary Janet Varley  2006e Adapting science performance tasks developed in different countries for use in Irish primary schools  3-33 Irish Educational Studies 25 1 . formative assessment, foreign countries, tasks1 This article describes a four-year project undertaken to develop a set of performance tasks that could be used for assessing hands-on science in Irish primary schools. It begins by considering some of the literature on performance assessment and concludes with a discussion on the potential of the tasks to support teaching and learning in science. The main body of the article is structured to reflect the five phases of the research project itself. In phase one, science assessments used in a variety of educational systems in Australia, Canada, New Zealand, the United Kingdom and the United States were located and catalogued. In phase two, approximately 170 performance tasks were selected and adapted by the authors to suit the requirements of the Irish primary science curriculum. In phase three, a purposive convenience sample of teachers evaluated the extent to which the tasks (a subset of 67) were suitable for use at different grade levels. The teachers' feedback was used to amend tasks. In phase four, the researchers observed 11 different tasks being implemented in classrooms. The eleven teachers involved were interviewed about their experiences immediately afterwards. Again, based on the outcomes of this study, changes were made to the tasks. The fifth phase of the project, due to be completed in 2006, will involve the dissemination of 124 of the tasks to teachers via a booklet and a CD-ROM. Future prospects relating to other elements of the project such as Web-based resources, professional development courses and exemplars of performance are also discussed.  3511370497ces_tasks_ireland.pdf qüö˙˙ý??  O. Lee A. Luykx 2005a Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. 411 - 438% American Educational Research Journal 42 3d non mainstream students, summative assessment, scaling up, teacher professionnal development, policy In the climate of standards-based instruction and accountability, scaling up educational innovations is necessary to bring about system-wide improvements. Due to fundamental tensions around effective educational policies and practices for diverse student groups, scaling up is especially challenging in multilingual, multicultural, and inner-city settings. This paper maps out major difficulties that arise in scaling-up efforts, specifically with regard to students’ linguistic, cultural, and socioeconomic diversity in elementary school science. Grounded in the instructional congruence framework, it highlights the challenges facing schools and teachers in articulating science disciplines with non mainstream students’ linguistic and cultural experiences while also promoting English language and literacy. Rigorous attention to such challenges is needed to make scaling up of educational interventions more effective and to resolve the impasses around the question of what constitutes “best policies and practices” for diverse student groups. 3478746625in scaling up_USA.pdfGüö˙˙˙?@  Karen E. LEVITT 2002[ An analysis of elementary teachers' beliefs regarding the teaching and learning of science  1 - 22 Science education  86  1H elementary teachers, classroom observation, interview, teachers' beliefsO The purpose of this study was to ascertain the beliefs of elementary teachers regarding the teaching and learning of science and the extent to which the teachers' beliefs were consistent with the philosophy underlying science education reform. Sixteen teachers from two school districts involved in a local systemic initiative for science education reform participated in the study. Each teacher was observed teaching a lesson from the program. The observation served as the context for an interview with the teacher regarding his or her beliefs about the teaching and learning of science. One overarching belief emerged: Teachers believe that the teaching and learning of science should be student centered. Five patterns of teachers' responses support this characterization of the teachers' belief. Although varying gaps exist between the teachers' beliefs and the principles of reform, the teachers' beliefs suggest that the teachers are moving in a direction consistent with science education reform. A modified case study of three teachers represents the patterns of beliefs expressed by teachers.  ¤ üňţ˙˙?A F Anne Lewandowski Sarah SLEIMAN LE CARRER Yves MELGUEN LoĂŻc POULLAIN  2005œ Et si on ĂŠvaluait aussi les capacitĂŠs expĂŠrimentales Ă  l'ĂŠcole primaire ? (What if we do also the evaluation of experimental skills at primary school?) 59-66" Bulletin de l'union des physiciens 99 870, France, La main Ă  la pâte, skills, process January The inquiry based teaching recommended by the Plan of renovation of science and technology teaching at school (PRESTE inspired by La main Ă  la pâte) is strongly based on experiments conducted by children themselves. A good observation of a physical or biological phenomenon depends on a good experiment implementation. This teaching method deserves then to be evaluated. Moreover, it takes into account attention, cooperation, dexterity, fine motor skills of children seldom evaluated at the school within "traditional" frameworks. This is a teachers report on a pre-service training. The authors were interested in formative and somative evaluation of the students experimental practice often neglected in sciences teaching because in general of material reasons. The purpose was to create an assessment tool (a grid) to make up for this lack at primary school. The experimentation plays an important part in the acquisition of the knowledge suggested by the program. The pupil must learn how to make experiments correctly to avoid distorted conclusions. An experiment badly carried out is not convincing, the pupil is likely to be consolidated wrongly. Evaluation could be justified, at the same time for the teacher and the pupil. Through a diagnostic evaluation, the teacher detects difficulties and the gaps of the pupils when manipulating. He can thus set up situations of training and solution. It is necessary to evaluate the pupil during experimental situation, during and at the end of the teaching sequence. We interviewed some secondary and some primary teachers to draw up a list of assessment criteria. It was noticed that in general only theoretical knowledge is generally evaluated, and that there is no tool for evaluation of the experimental practice. The acquisition of experimental know-how requires of a regular practice and evaluations. The pupils must face experimental situations as often as possible; they will finish by being able of a practical self-evaluation. We should be conscious that individual and small group evaluations of the pupils are time consuming and need to be taken into account for the class management. In addition, it is important to adapt the grid according to the objectives of the sequence, of the material used and moment when it is carried out. This grid is a long term tool to evaluate the individual progresses, but also to evaluate the class. It would be useful that a part of the grid is reserved to the self-evaluation so that the pupil becomes actor of his/her learning and he/she will be conscious of his/her own progression. (written by P. Lucas) $L €ďĐţ˙ţ?B ä  Loarer, Christian 2002™ La rĂŠnovation de l'enseignement des sciences et de la technologie Ă  l'ĂŠcole primaire (Renovation of science and technology teaching at primary school) 51 Paris9 state of the art, La main Ă  la pâte, scaling up, France' Report to the French education Ministry February 2002 The report shows the situation and the evolution of science and technology teaching at the end of October 2001, the second year of application of the renovation program. The survey was carried out by general inspectors of the Group of primary education teaching in seven academies (or Local Education Authorities), in each one of these seven academies, ten classes randomly chosen within two different districts of national education inspectors were visited. The study also integrates, information collected by interviewing of vice-chancellors and their advisers, and also of inspectors leaders of academy of national education departmental services (IA-DSDEN) and their collaborators. It also examines, the degree of implementation of coaching measures at national, academic and departmental level ftp://trf.education.gouv.fr/pub/edutel/syst/igen/ep-renovscitech.rtf http://www.education.gouv.fr/syst/igen/groupes/ensprim.htmú The report shows the situation and the evolution of science and technology teaching at the end of October 2001, the second year of application of the renovation program based on La Main Ă  la pate approach. The survey was carried out by general inspectors of the Group of primary education teaching in seven academies (or Local Education Authorities), in each one of these seven academies, ten classes randomly chosen within two different districts of national education inspectors were visited. The study also integrates, information collected by interviewing of vice-chancellors and their advisers, and also of inspectors leaders of academy of national education departmental services (IA-DSDEN) and their collaborators. The report also examines, the degree of implementation of coaching measures at national, academic and departmental level The implementation of the renovation was carried out over 3 years since the beginning of the school year 2000, and implied in priority cycle 3 (this renovation of science teaching was based on La main Ă  la pâte experience). The author draws up a report on the situation of the teaching of sciences and of technology in the classes, observed at the end of October 2001, e.i. around two months after the beginning of the second year of plan application. The comparison of the observations carried out will allow building hypotheses about factors of success and problems encountered. The survey was carried out by the primary general inspectors on seven academies. In each academy ten classes from cycle 3 were randomly selected for visits. Interviews of the academy inspector and his collaborators were also undertaken. Results: Field reality is very heterogeneous Intensity of science teaching/week 1h27mn Duration of treatment of one topic 5h Classes where pupils have a folder or a copybook 97 % Teachers that made a planning for their class 89 % Schools having a general planning for cycle 3 47 % School projects with science and technology specificity 31 % Financial contribution to equipment /school 106 euros Inspectors implementing a specific science and technology policy 50 % - According to teachers’ interviews: Positives points for teachers (the main 4) : participation to teachers trainings, possibility of transfer of the approach to other disciplines, experimentation and manipulation, diversification of the practices. Positives points for pupils: - Better oral expression - Motivation of low achievers students - Improvement of language mastering - Improvement of readings skills Main difficulties (first 4) - Lack of material (equipment) - Many ministry priorities - Lack of scientific knowledge - National standards so ambitious Teachers wishes (main): - Availability of kits of materials - Pedagogical support (training sessions) NB: In 1995 (in cycle 3), sciences and technology do not had a specific schedule. They are assembled with history, geography and civics, in one set of disciplines having a 4-hour weekly duration. The pupils thus are benefiting of a scientific and technological teaching. The totality of the program cannot be covered and there is an insufficiency of cycle programming (47 % of the schools). There is also an imbalance between the disciplines (biology occupies twice more time than physics and technology). It is difficult to precisely evaluate the number of classes involved in the implementation of the renovation of sciences and technology education plan. According to the observations this can be estimated to 15-20 %, the proportion of classes of cycle 3. This percentage is rather disappointing under a scope of generalization over 3 years. Results about pedagogical practices The pedagogical freedom of teachers has a disadvantage: at the end of primary cycle, pupils had followed very different courses. The time granted to one topic is often too long. Teachers consider that the pupils observe, handle, even carry out information retrievals test, but classes’ observations done by the inspectors reveal other reality: the teacher may know "the approach theory" without being aware that he/she is not implementing the renovation plan… In some cases the renovation plan is completely unknown The renewal of science teaching is easily implanted by teachers that use to work on active methods. Young teachers are often more engaged. Factors of success The results are better in the departments previously engaged in La main Ă  la pâte approach, where a coaching action was carried out. In addition it is also possible to identify districts (circumscriptions) where the inspector has worked for several years in the sense of the renovation plan and where the practices are undoubtedly more advanced. The generalization of the renovation plan can only be carried out at long term but the responsibility for implementing it is in charge of the teachers on their classes, in join action with their colleagues. Coaching (support) is necessary and proves to be useful when introduced into the schools. At the department level, effective measures were applied: creation of resources centers, and of positions of activity leaders in science, teacher trainings, trainers speeches and organization of scientific events aiming at maximal participation of pupils rather than a media window. - A district of reference (Remiremont): 42 % of district teachers (i.e. close to the triple of the national average) practice a scientific and technological teaching in conformity with the recommendations of the plan. Training and coaching have played a determining role. The number of teachers concerned is to be brought closer the real and durable priority granted to sciences and cycle 3. - A department of reference (Loire Atlantique) The classes labelled as applying the renovation of science and technology teaching plan are those where pedagogical and scientific approach is regularly carried out; where the pupils are in situation of investigation and where pupils written records reflect questioning, research, argumentation, ending by the construction of knowledge. In such classes teachers endeavours a work of language mastering (vocabulary, texts writing, pupils motivation to speak). On these bases, the plan of renovation is applied in approximately 30 % of the classes, which doubles of the national average. In this department La main Ă  la pâte implied generally one motivated teacher in a school while the plan of renovation involves a whole team. Training, scientific equipment and supporting actions of proximity constituted the principal elements of an effective policy in this department. In 2001-2002, 10% of department teachers attended trainings (this is definitely higher than the national average) Partnership took here a dimension to underline: it really invested the field and played a very complementary part of national education ministry actors (students of the Ecole des Mines –engineering students intervened in 70 classes each year). La main Ă  la pâte represented an indisputably asset and showed the importance of the factor “time” in the achievement of the objectives at the department level. Sciences and technology are taught in all the classes but, only 15 % of the teachers practise a pedagogy in conformity with the specifications of the plan of renovation: The generalization of the process is thus far from being acquired. Results inscribed into this report deserves however to be moderate. The quality achievements are numerous, especially in the sites previously engaged in the La main Ă  la pâte experience, which indicates, the evidence that the duration and constancy represent of the capital data.{ Ministère de l'Éducation nationale, de l'enseignement supĂŠrieur et de la recherche 110 rue de Grenelle 75357 PARIS 07 SPFüö˙˙˙?C Gail R. Luera Charlotte A. Otto 2005€ Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements  241-258% Journal of Science Teacher Education  16 3A hands on implementation, national standarts, practice improvement  The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.  ŰDďň˙˙ý?F  " J. Randy McGinnis Carolyn Parker  1999Ľ Teacher Candidates’ Attitudes and Beliefs of Subject Matter And Pedagogy Measured Throughout Their Reform-Based Mathematics And Science Teacher Preparation Program? Annual meeting of the American Educational Research Association Montreal, CanadaR mathematics and science, teacher's attitudes, elementary, middle school, survey,  April 19-23, 1999 This study reports the use longitudinally of a valid and reliable instrument to measure teacher candidates’ attitudes and beliefs about the nature of and the teaching of mathematics and science. The instrument used, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded undergraduate teacher preparation program for specialist mathematics and science elementary/middle level teachers. In this analysis, we report how MCTP teacher candidates’ attitudes toward and beliefs about mathematics and science evolved over a three year period. During the Fall 1995 and Spring 1996 semesters the instrument was administered in MCTP classes twice each semester to the study participants (N=104; 100% response). During the Fall 1996, Spring 1997, and Fall 1997 semesters the instrument was mailed to the study participants at the end of each semester (46% Fall 1996 response; 75% Spring 1997 response; 78% Fall 1997 response). Since individual responses to the questionnaire were not independent, we used as the unit-of-analysis responses from five institutions participating in the program. We aggregated survey responses within each institution, and analyzed changes (repeated-measures t-test design). We determined that the MCTP appears to be affecting participating teacher candidates’ attitudes towards and beliefs about mathematics and science in the direction intended. The MCTP teacher candidates’ attitudes and beliefs moved in the desired direction on all five subscales of the instrument. Moreover, the magnitude of change was statistically significant at the .05 level for the subscales measuring "Beliefs about the Nature of Mathematics and Science," "Mean Attitudes Toward Mathematics and Science," and "Beliefs about Teaching Mathematics and Science." In addition, the magnitude of change for the subscale measuring "Attitudes Towards Teaching Mathematics and Science" approached statistical significance (0.8). These findings make a highly significant contribution to the science and mathematics education research communities interested in charting the attitudinal and belief journeys of teacher candidates participating in a reform-based teacher preparation program. 3395192577tes attitudes_USA.pdf "„ßŃ˙˙ý?H H MEN : AcadĂŠmie de CrĂŠteil, Inspection acadĂŠmique de Seine-Saint-Denis 2002p Evaluation sciences et technologie CM2 (2002) Livret de l'ĂŠlève, de l'enseignant, rĂŠsultats et analyses 2002. 46 Ministry of education$ formative assessment, report, France Mayt The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2002, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils.j http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/1erdegre.htm Pupil's booklet: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20mai%202002%20livret%20ĂŠlève.pdf Teacher's booklet: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20mai%202002%20livret%20prof.pdf Results: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/resultats%20departementaux%20des%20eval%20cm2.pdf Analysis: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/resultatsevalcm2.pdf 1282564097chno_CM2_mai_2002.pdf  „ßŐ˙˙ý?I H MEN : AcadĂŠmie de CrĂŠteil, Inspection acadĂŠmique de Seine-Saint-Denis 2003q Evaluation sciences et technologie CM2 (2003). Livret de l'ĂŠlève, de l'enseignant, rĂŠsultats et analyses 2003. 46+ Inspection acadĂŠmique de Seine-Saint-Denis assessment report Second edition of the assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine-Saint Denis department carried out on 2003. The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2003, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils.ł Pupil's booklet: http://www.ac-creteil.fr/ia93/pedagogie/sciences93/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202004%20livret%20ĂŠlève.pdf Teacher's booklet: http://www.ac-creteil.fr/ia93/pedagogie/sciences93/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202003%20prof.pdf Analysis and results: http://www.ac-creteil.fr/ia93/pedagogie/sciences93/analyses%20et%20rĂŠsultats%20ĂŠval%20sciences%20CM2%202003.pdf 1366535425chno_CM2_oct_2003.pdf]Äßô˙˙Ý?J H MEN : AcadĂŠmie de CrĂŠteil, Inspection acadĂŠmique de Seine-Saint-Denis 2004q Evaluation sciences et technologie CM2 (2004). Livret de l'ĂŠlève, de l'enseignant, rĂŠsultats et analyses 2004.+ Inspection acadĂŠmique de Seine-Saint-Denis$ formative assessment, report, France assessment report Third edition of the assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine-Saint Denis department carried out on 2004 The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2004, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils.  4001055745CM2_sciences_2004.pdfë Pupil's booklet: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202004%20livret%20ĂŠlève.pdf Teacher's booklet: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202004%20livret%20prof%20version%20A5.pdf Analysis and results: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/Resultats%20et%20analyses%20CM2%20oct%202004.pdfšÄ˙Ö˙˙ý?K H MEN : AcadĂŠmie de CrĂŠteil, Inspection acadĂŠmique de Seine-Saint-Denis 2005i Evaluation sciences et technologie CM2. Livret de l'ĂŠlève, de l'enseignant, rĂŠsultats et analyses 2005$ Formative assessment, report, France Fourth edition of the assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine-Saint Denis department carried out on 2005. The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2005, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils. Pupil's booklet: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Livret%20eleve%20cm2%20oct%202005.pdf Teacher's booklet: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Livret%20prof%20cm2%20oct%202005.pdf Analysis and results: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/Resultats%20eval%20sciences%20cm2%20oct%202005%20pour%20web%20ia.pdf 2356034817ciences_2005_2006.pdf DďÖţ˙ý;O  / National Council for Curriculum and Assessment, 2004 ASSESSMENT IN PRIMARY SCHOOLS Draft document Ireland& Assessment, curriculum, primary schoolŽ Assessment is integral to teaching and learning. Assessment relates to all aspects of the curriculum and encompasses the cognitive and affective domains. There is a variety of assessment modes, each of which is appropriate in particular circumstances. Assessment can play a critical role in the early identification of learning difficulties. Schools should implement procedures both at school and classroom levels for recording and reporting assessment outcomes. It is important for teachers to recognise the technical qualities of different assessment instruments. Teachers need support in the implementation of assessments, and in the recording and reporting of assessment outcomes. < http://www.ncca.ie/uploadedfiles/Publications/AssessPrim.pdfç Assessment is integral to teaching and learning. In the broadest sense assessment is concerned with children’s progress and achievement. More specifically, classroom assessment may be defined as the process of gathering, recording, interpreting, using and communicating information about a child’s progress and achievement during the development of knowledge, concepts, skills and attitudes. Assessment, therefore, involves much more than testing. It is an ongoing process that encompasses many formal and informal activities designed to monitor and improve teaching and learning in all areas of the curriculum. There is a variety of assessment modes, each of which is appropriate in particular circumstances (functions). Assessment for learning involves an ongoing process of recognising and responding to the child’s learning in order to enhance his/her development. For the teacher, this process involves engaging children in their own learning by providing rich feedback, using effective questioning, and engaging children in peer and self-assessment. The goal of assessment for learning is to enable learners to further their own learning. Assessment for learning includes that function of assessment known as formative assessment, but is wider in scope since it would also include diagnostic assessment and evaluative assessment. Based on evaluative information, the teacher can make decisions regarding the sequencing of content and the choice of appropriate teaching approaches and methodologies. Assessment of learning: The assessment information the teacher gains from the various modes of assessment will be relevant to both assessment of learning and assessment for learning. Similarly, records of assessment the teacher makes for the purposes of assessment for learning will also be used in assessment of learning. However, the two differ essentially in the purposes for which assessment is used. In recording assessment information for the purposes of assessment for learning, the teacher’s focus is on using the assessment information gathered to provide ongoing feedback to the child and to plan learning experiences which meet his/her learning needs. Assessment information in relation to assessment of learning will, on the other hand, constitute a record of the child’s progress and attainment This is a very good paper including very good definitions of assessment of learning and assessment for learning even if not directly applied to science evaluation (within the Irish context) (written by P. Lucas) 3683072257mary_schools_NCCA.pdf[ No trabaja especĂ­ficamente el tema de ciencias, pero introduce una taxonomĂ­a interesante.iÄ÷Öý˙˙?R  \ National Science Education Standards on Scientific Inquiry NSESSI National Research Council  2000X Inquiry and the National Science Education Standards: A Guide for Teaching and Learning W Center for Science, Mathematics, and Engineering Education, National Research Council. ^ Classroom Assessment and Inquiry, teachers training, inquiry based science teaching, abilities‰ Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. A http://darwin.nap.edu/html/inquiry_addendum/ http://www.nap.edu. 0-309-06476-7H üö˙˙ý?U  Tony Pell Tina Jarvis 2001] Developing attitude to science scales for use with children of ages from five to eleven years 847-862* International Journal of Science Education 23  8 V summative assessment, children, socila context, science enthousiasm, difficult subjectý This paper reports on the development stages of three attitudes to science and school scales for use with children aged from 5-11 years. The investigation is part of a project intended to improve pupil achievement in science in 16 schools in an English city. The base-line performance of the attitude scales with over 800 pupils is reported. Attitude sub-scales measure 'liking school', 'independent investigator', 'science enthusiasm', the 'social context' of science, and 'science as a difficult subject' with Cronbach Alpha reliabilities for the year groups varying from above 0.8 to below 0.7. For the sample, both boys' and girls' enthusiasm for science declines progressively with age alongside a similar decline in their perception that science is difficult. 3784513025ience_scales_Pell.pdf F„ßĐý˙ý?Z 1 Maria Araceli Ruiz Primo Min Li Richard Shavelson 2002I Looking Into Students Science Notebooks: What Do Teachers Do With Them ?  31T Center for the study of evaluation, National center for research on Evaluation, UCLAN science notebook, assessment tool, performances, 5th grade, teacher's feedback CSE technical report April 2002ˆ We propose the use of students' science notebooks as one possible unobtrusive method for examining some aspects of teaching quality. We used students' science notebooks to examine the nature of instructional activities they encountered in their science classes, the nature of their teachers' feedback, and how these two aspects of teaching were correlated with students' achievement. We examined the characteristics of students' science notebooks from 10 fifth-grade classrooms. Six students' notebooks in each classroom were randomly selected. Each entry of each student's science notebook was analyzed according to the characteristics of the activity, quality of student's performance as reflected by the notebook entry, and the teacher feedback in the notebook. Results indicated that (a) raters can consistently classify notebook entries despite the diversity of the forms of communication (written, schematic or pictorial). They can also consistently score the quality of a student's communication, conceptual and procedural understanding, and the quality of a teacher's feedback to the student. (b) The intellectual demands of the tasks required by the teachers were, in general, low. Teachers tended to ask students to record the results of an experiment or to copy definitions. (c) Low student performance scores across two curriculum units revealed that students' communication skills and understanding were far from the maximum score and did not improve over the course of instruction during the school year. And (d) teachers provided little, if any, feedback. Only 4 of the 10 teachers provided any feedback to students' notebook entries, and when feedback was provided, comments took the form of a grade, checkmark, or a code phrase. We concluded that the benefits of science notebooks as a learning tool for students and as a source of information for teachers were not exploited in the science classrooms studied. ) http://www.cse.ucla.edu/Reports/TR562.pdf 562 3231433217nce_notebook_Ruiz.pdf ¨ üö˙˙˙?]  G. Quintanilla T. Packard  2002G A participatory evaluation of an inner-city science enrichment program  15-22 Evaluation and Program Planning 25 1\ Participatory evaluation; Organizational learning; Science enrichment; Appreciative inquiry˜ A participatory evaluation (PE) of an inner-city science enrichment program for elementary school youth was conducted using an evaluation team consisting of staff, board members, students, parents, and representatives of the agency's major funder. This evaluation team designed and implemented the entire evaluation with guidance from an evaluator-consultant and researchers from a local university. Data gathered from surveys of alumni, parents, students, and teachers revealed high satisfaction with the program and a validation of the hands-on teaching model. Alumni reported that the program impacted their scientific and social competence. The highly participative design process was seen as very successful by all participants, and offers useful guidelines for other PE, including active participation of all stakeholders, commitment to a shared vision, and a good match between the organization and the evaluator.ŠDďÓ˙˙ý?^   Respaud, StĂŠphane 2004= Current status on science teaching in Ariège primary schools La main Ă  la pâte seminars Montrouge July, 16th, 2004Ą Since four years now, the department of Ariège began its PRESTE (Plan of Renovation of Sciences and Technology Teaching at Primary School) by creating and equipping a science classroom, an Internet site and by organizing many training activities for teachers. First outcomes of the inquiry held on those actions by La main Ă  la pâte Pilot Site of Pamiers. Questionnaire proposed to teachers also available on line.9 http://www.diffusion.ens.fr/index.php?res=conf&idconf=276 0077595137tionnaire_Respaud.pdfˇÄßőý˙ý?a ? Anders Rosenquist Richard J. Shavelson Maria Araceli Ruiz-Primo 2000` On the “Exchangeability” of Hands-On and Computer-Simulated Science Performance Assessments  CRESST/Stanford University CSE Technical Report ž Inconsistencies in scores from computer-simulated and “hands-on” science performance assessments have led to questions about the exchangeability of these two methods (e.g., Baxter & Shavelson, 1994), in spite of the former’s highly touted potential (e.g., Bennett, 1999). Five possible explanations of students’ inconsistent performances were considered: (1) inadequate exposure to computers and simulations, (2) differential views of computer-simulated (2-dimensional icons) and hands-on tasks, (3) different methods tapping different aspects of achievement, (4) partial or incomplete knowledge, and (5) a combination of partial knowledge and method differences. The first explanation was ruled out by the fact that students had computers in their classes and used them for a variety of purposes, including simulation. The second explanation was ruled out using talk-aloud data, randomized experiments, and student questionnaire responses. If explanation 3 were tenable, the correlation between Electric Mysteries scores at time 1 and time 2 for either hands-on or computer simulation should be higher than the correlation between hands-on scores and computer simulation scores at either point in time. Shavelson, Ruiz-Primo, and Wiley (1999) provided correlations that did not jibe with this expectation. To explore the remaining two possible explanations dealing with student expertise, we compared the performance of high school physics students (“experts”) to that of Baxter and Shavelson’s elementary school students and found, somewhat surprisingly, that these “experts” were far from expert. Indeed, they were no more expert than the elementary students. Consequently, we have narrowed the possible explanations for the lack of exchangeability between computer-simulated and hands-on performance assessments to one of two choices: partial knowledge or the interaction of partial knowledge with method. The jury is still out. 531 2661438977uter simulated sc.pdf =üň˙˙˙?b 7 Maria Ruiz-Primo Min Li Carlos Ayala Richard Shavelson 2004M Evaluating Students' Science Notebooks as an Assessment Tool. Research Report 1477-1506 * International Journal of Science Education 26 12 É Instructional Effectiveness; Performance Based Assessment; Teacher Effectiveness; Feedback; Communication Skills; Student Journals; Science Education; Evaluation Methods; Academic Achievement; Scores;  Oct 2004‚ The idea of using science notebooks as a classroom assessment tool is not new. There is general agreement that science notebooks allow teachers to assess students' conceptual and procedural understanding and to provide the feedback students need for improving their performance. In this study we examined the use of science notebooks as an unobtrusive assessment tool that can also be used by individuals outside the classroom (for example, school district personnel), and as a means for obtaining information about students' learning and their opportunities to learn. More specifically, in this study students' science notebooks were used as a source of data about the (a) implementation of a curriculum's intended activities, (b) students' performance, and (c) quality of teachers' feedback. Our results indicated that: (1) Students' science notebooks can be reliably scored. Unit implementation, student performance, and teacher feedback scores were highly consistent across raters and units. (2) High and positive correlations with other performance assessment scores indicated that the student performance score can be considered as an achievement indicator. And (3) low performance scores across the two units revealed that students' communication skills and understanding were far away from the maximum score and did not improve over the course of instruction during the school year. This result may be due, in part, to the fact that no teacher feedback was found in any of the students' notebooks across the six classrooms studied. This may reflect some characteristics of the teachers' assessment practices that may require further professional development.#ÄĎÓ˙˙ý?d  Sarmant, Jean-Pierre 1999Ô Rapport d’étape sur l’opĂŠration "La main Ă  la pâte" et l’enseignement des sciences Ă  l’école primaire (General intermediate report of La main Ă  la pâte and the science teaching at primary school.) Paris/ Inspection gĂŠnĂŠrale de l'Éducation nationale June 1999I This report was established, in 1999, by a request of the minister of Education. It was drawn up by the general Inspector of Ministry of Education in order to determine the effects of La main Ă  la pâte approach (this because La main Ă  la pâte launched a pilot experience over France in 1997. On 1995, only 5% of the French classes got sciences sessions – whatever the approach). Three types of data collection were employed: meetings (institutional actors, project managers), visits of classes (27) followed by interviews (192 persons in total). The sample was divided into 2 groups (= 2 separated investigations): The first one linked to 3 most implied departments: Loire Atlantique, Haute Savoie and the Rhone. It aimed at measuring the intensity and the nature of engagement on La main Ă  la pâte approach. The observations were carried out in the classes by the IEN (National Education Inspector), they were focused on the application of the ten principles of la main Ă  la pâte. The second investigation aimed at specifying the characteristics (quantitative and qualitative) of the sciences teaching in two departments very few or not at all implied on this type of approach (Vienne and Indre). Results: - In general, there is a better science teaching (inquiry teaching) (in terms of N° of hours devoted to scientific teaching) and in terms of N° of training sessions for teachers. - At the level of the non implied departments, the teachers approach was descriptive and “affirmative” - On implied departments, the activity of pupils during the classroom was higher and their attitude more engaged in reflection. A better teacher’s attitude towards science (felt as a pedagogical renewal) was noticed. - The effects are very positive in social and moral behavior fields, the speaking of the mother tongue and the general culture but not necessary at knowledge level. - The most obvious results were noticed under the sociological and specifically on behavioral field: children are more attentive, they have a better collective behavior. They used to speak each other and listen themselves by testifying a mutual respect. - In multicultural contexts, a unifying effect of scientific activities was observed. - La main Ă  la pâte approach has also a benefic effect for a higher proportion of children having school difficulties = low achievers (They are more confident and better perceived by other students) - The improvement of expression skills was also observed, as well oral as written: particularly for the immigrant children. - Better effects on logic: pupils are able to reinvest in other fields, apart from the sciences - Benefits are evident for classes engaged for at least two years - The effects obtained on behaviour and the expression skills are enough to justify the attention of the ministry of education -Examination of scientific notebooks shows that there is also a gain in basic scientific knowledge required by the standards. Some observed difficulties: - In certain classes, the acquisition of knowledge is a minor objective, even non-existent (and this also on most implied departments). Sometimes an exclusively technological activity could be also a reducing activity (realization of an object, without any other aim). - Sometimes teachers have problems stating conclusions and confronting them to the scientific knowledge (Sometimes there is no scientific knowledge confrontation at all). - A strong piloting structure is then needed followed by the implementation of coaching tools for teachers. - In spite of the prestige of its founders and the mediatisation of the approach, teachers are inclined to grant value only to the ministry instructions coming through the school territorial inspection. - Teachers having a scientific background are of help for those starting and that need to feel confident respecting to science teaching. - For some teachers la main Ă  la pâte approach seems to be so time consuming bringing difficult to cover the standards - About the units “insights “opinions collected are very divergent. Opinions go from enthusiasm without reserve to a frank hostility because those considered that they provide a too assisted pedagogy. They often say "I would like to know the insights, to help me in my beginnings, but I will probably leave them once I feel more confident. Then there is a special need to propose documents coming from different sources. Internet website may play an important role. Conclusions: - It is important to consider the generalization of the approach even if not possible at medium term. - The objectives of the institution (ministry) should overlap those of La main Ă  la pâte by the drawing up lawful texts implementing a science teaching based on la main Ă  la pâte approach - La main Ă  la pâte must keep its own dynamics and preserve its own specificity based on the association of scientific partners (Written by P. Lucas) k http://www.cndp.fr/ecole/sciences/sarmant.htm ftp://trf.education.gouv.fr/pub/edutel/syst/igen/mainpate.rtf 4104749313rapport_sarmant2.pdf Íö˙˙ý?f % 1 Richard J. Shavelson Xiaohong Gao Gail P. Baxter 1993/ Sampling variability of performance assessments 26 CSE Technical Report  361 Los Angeles, CAZ National Center for Research on Evaluation, Standards, and Student Testing (CRESST) - UCLAf measurement, facets, methods, data bases, mathematics and science achievement, performance, elementaryt In this paper, performance assessments are cast within a sampling framework. A performance assessment score is viewed as a sample of student performance drawn from a complex universe defined by a combination of all possible tasks, occasions, raters, and measurement methods. Using generalizability theory, we present evidence bearing on the generalizability (reliability) and convergent validity of performance assessments sampled from a range of measurement facets, measurement methods, and data bases. Results at both the individual and school level indicate that rater-sampling variability is not an issue: raters (e.g., teachers, job incumbents) can be trained to consistently judge performance on complex tasks. Rather, tasksampling variability is the major source of measurement error. Large numbers of tasks are needed to get a reliable measure of mathematics and science achievement at the elementary level, or to get a reliable measure of job performance in the military. With respect to convergent validity, results suggest that methods do not converge. Performance scores, then, are dependent on both the task and method sampled. 1068342785ce_assessment_USA.pdf   ďÖ˙˙ý?n  ' Nancy Butler Songer Amelia Wenk Gotwals 2004: What Constitutes Evidence of Complex Reasoning in Science? 497-504? Sixth International Conference of the Learning Sciences (ICLS)  Mahwah, NJ: Erlbaum: review, investigation activities, assessment methodologies The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, Rev. Educ. Res. 52(2), 201-217, 1982). Twenty years later, we are living in an era of dramatic new technology resources and new standards in science education in which learning by inquiry has been given renewed central status. Methodologies for research and assessment that have developed in the last 20 years can help researchers seeking to understand how science laboratory resources are used, how students' work in the laboratory is assessed, and how science laboratory activities can be used by teachers to enhance intended learning outcomes. In that context, we take another look at the school laboratory in the light of contemporary practices and scholarship. This analysis examines scholarship that has emerged in the past 20 years in the context of earlier scholarship, contemporary goals for science learning, current models of how students construct knowledge, and information about how teachers and students engage in science laboratory activities. B http://www.biokids.umich.edu/about/papers/songerICLS2004.FINAL.pdf 1673245953soning in science.pdfü÷˙˙ý?w Ying-Tien Wu and Chin-Chung Tsai 2005d Effects of constructivist oriented instruction on elementary school students’ cognitive structures 113 Journal of Biological Education  39  3 The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, Rev. Educ. Res. 52(2), 201-217, 1982). Twenty years later, we are living in an era of dramatic new technology resources and new standards in science education in which learning by inquiry has been given renewed central status. Methodologies for research and assessment that have developed in the last 20 years can help researchers seeking to understand how science laboratory resources are used, how students' work in the laboratory is assessed, and how science laboratory activities can be used by teachers to enhance intended learning outcomes. In that context, we take another look at the school laboratory in the light of contemporary practices and scholarship. This analysis examines scholarship that has emerged in the past 20 years in the context of earlier scholarship, contemporary goals for science learning, current models of how students construct knowledge, and information about how teachers and students engage in science laboratory activities 1085810433ented_Wu_and_Tsai.pdf d ü÷˙˙˙?x ' Tytler, R., Waldrip, B., Griffiths, M.  2004i Windows into practice: Constructing effective science teaching and learning in a school change initiative 171-194* International Journal of Science Education 6 2z This paper outlines the development of a framework--the Science in Schools (SiS) Components--that describes effective science teaching and learning and that has become a central focus for the Science in Schools Research project that is being implemented in 225 Australian schools. The description is in a form that provides a basis for monitoring change, and which can be validated against project outcomes. The SiS Components were partially based on interviews with a small number of primary and secondary teachers identified as effective practitioners, and have been subject to a variety of validation processes. The focus of this paper is on a particular form of validation involving interviews with an expanded set of effective primary teachers, from three Australian states. Case descriptions of core elements of these teachers' beliefs and practice were constructed, and a review and mapping process used to examine the extent to which the SiS Components, as a distinct 'window into practice', align with and capture these core elements, and differentiate the practice of these effective teachers from other primary teachers in the project.§üö˙˙ý?y Russell Tytler Suzanne Peterson  2005S A Longitudinal Study of Children’s Developing Knowledge and Reasoning in Science  63-98 Research in Science Education 35 1 attitudes - science learning§ The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children’s growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children’s responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues.  2796974081deveolping_Tyller.pdf 3üö˙˙ý?z Dorothy Watt 2002D Assisting Performance: a case study from a primary science classroom 165-182 Cambridge Journal of Education 32  2 M classrom observation, teacher assessment, primary school, conceptual learning The interactions of a primary school teacher with her class during two sessions of science are analysed to . nd the extent to which the teacher can be considered to be assisting the performance of her class. The qualitative analysis is in terms of both Tharp and Gallimore’s six assisting behaviours and Coulthard’s ‘initiation–response–feedback’ pattern for typical classroom discourse. The teaching shows features which suggest children’s science concepts are being developed and features which are consistent with assisted performance, though it is not possible to show a causal relationship between these two aspects. It is suggested that there would be potential for exploring assisted performance further as a framework for teaching for conceptual development in primary science. 2343850497science classroom.pdf  l üö˙˙ý?}  Ying-Tien Wu Chin-Chung Tsai 2005Ą Development of elementary school students' cognitive structures and information processing strategies under long-term constructivist-oriented science instruction 822-846 Science Education  89 5F formative assessment, flow maps, metacognition enrichment, fifth grade  The main purpose of this study was to explore the effects of long-term constructivist-oriented science instruction on elementary school students' process of constructing cognitive structures. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 fifth graders in Taiwan, while they were assigned to either a constructivist-oriented instruction group or a traditional teaching group. The research treatment was conducted for 5 months, including six instructional units, and students' cognitive structures were probed through interviews coupled with a metalistening technique'' after the instruction of each unit. The interview narratives were transcribed into the format of flow maps. In addition, the information processing modes shown in the flow maps were also investigated through a series of content analyses. The findings showed that the students in the constructivist-oriented instruction group attained significantly better learning outcomes in terms of the extent and integration of their cognitive structures, metacognition engagement, and the usage of information processing strategies. Moreover, it was also revealed that both high achievers and low achievers benefited from the constructivist-oriented instructional activities, but in different ways. For example, both high achievers and low achievers in the constructivist-oriented instruction group attained better usage of information processing strategies than their counterparts in traditional teaching group did; but only high achievers displayed better usage of higher order information processing modes (i.e., inferring or explaining) than their counterparts in traditional teaching group did. The results in this study finally suggest a four-stage model for students' process of constructing cognitive structure under the constructivist-oriented science instruction, including cognitive structure acquisition, metacognition enrichment, cognitive structure integration, and cognitive structure refinement.  0565447681ves_structures_Wu.pdfŚÄßö˙˙˙?Š  Schoultz, J. Hultman, G. 2002Z NTA is a great idea. We don’t do things just to get bored but because we want to learn. ; Department of Educational Science, University of LinkĂśping* NTA, primary science, evaluation, learningŹ The evaluation has focussed on three central aspects: - pupils’ ability and opportunities to participate and take initiatives in the classroom teaching - to what extent NTA stimulates pupils’ curiosity about and interest in science - pupils’ ability to observe, experiment, predict, argue, discuss and document During our work with evaluation we have mainly been focussed on pupils’ learning and development in NTA. But during our observation visits and interviews we have more and more come to understand the great importance of the teacher for the pupils’ development and learning progress. We feel then that it is not possible to evaluate pupils’ development and learning without at the same time looking at the constraints and opportunities inherent in the teaching situation. These constraints can differ greatly. The teacher here has an important task to organise the teaching situation and adapt teaching material to the group of pupils. The role of the teacher is extremely diverse, with the teacher’s strategies, thoughts, values and actions jointly creating the learning situation. What happens when a new project makes its debut in a complex classroom situation? We conclude in our evaluation that there is a great potential for development in the NTA concept, which is not always achieved in the concrete school situation. The pupils learn about science and many become interested in the subject area. But the NTA material is not sufficient in itself. The role of the teacher, his/her attitude and knowledge are extremely important and are a precondition for success. Professional development for the teachers in the form of working-team meetings, theme meetings, contact with universities, experienced teachers are all very important factors in the NTA concept. The concept has its limitations but also great possibilities. Properly used it will provide a platform for both pupils and teachers to develop their scientific knowledge.  üö˙˙˙?€ # Emily H. VAN ZEE Deborah ROBERTS  2001Œ Using pedagogical inquiries as a basis for learning to teach : Prospective teachers' reflections upon positive science learning experiences 733 - 757 Science education  85 6 G elementary, effects of inquiry, teachers' beliefs, drawings, interviewsÉ The primary purpose of this study was to document and interpret ways in which the first author engaged prospective teachers in pedagogical inquiries and then assisted them in using their findings as a basis for learning to teach in her courses on methods of teaching science in elementary schools. The focus here is upon inquiries about factors that foster science learning. A second purpose was to trace some of the effects of such a pedagogical approach in the development of expertise in teaching, researching, and mentoring. A third purpose was to contribute to the developmeht of interpretative methodology, an example of a collaborative inquiry. Data included drawings made by prospective teachers on the first day of class in which they depicted memories of positive experiences in learning science. They also wrote captions for their drawings, identified factors that fostered their learning in these instances, and constructed a joint list of factors across these individual experiences. Throughout the semester, the prospective teachers also wrote journals describing science learning they observed and analyzing factors that fostered learning in those instances. Then they analyzed their own journals for common themes in order to develop personal frameworks for science teaching and learning. Data also included audio-taped interviews and written reflections by a graduate of the course about ways the course has influenced her evolving teaching and mentoring practices. The results suggest that these prospective elementary school teachers had entered a course on methods of teaching science with prior knowledge about science learning and teaching that could serve as a basis for learning to use approaches to science instruction advocated in the national standards. The reflective methods utilized in the course enabled at least one of these prospective teachers to articulate her philosophy of teaching in ways that helped her instantiate such practices as a beginning teacher.L ×ö˙˙ý?…   Terry Russell Linda McGuigan 2001> Making formative use of a national summative assessment regime 71-766 Research in science education-Past, present and futureX Behrendt, H., Dahncke, H., Duit, R., Gräber, W., Komorek, M., Kross, A. and Reiska, P.  Kluwer academic publishers- formative asessment, summative assessment, UKĘ While the impact of formative assessment practices on learning outcomes is receiving increasing attention, the dominant function of the statutory assessment system in England and Wales is summative. As authors of the statutory end of Key Stage 2 tests between 1995 and 1999, we are aware of a volume of test items and pupil performance data that has been generated in the course of the summative regime. Summative performance data are available on the cohort of 600,000 pupils at age 11 assessed annually. We have further illuminated these data by an annual qualitative re-marking of a sub-sample stratified by three overall achievement levels.We suggest that many test items are analogous to concept probes within the constructivist paradigm. Qualitative re-marking using a cross-sectional sample yields diagnostic data which invite developmental inferences about conceptual progression. When pupils’ assessed understanding can be mapped onto such lines of progression, assessment can have a powerful formative capability in informing classroom teaching and learning practices. The characteristics of test items which may combine summative and formative utility are discussed in the context of pupils’ ideas about Forces. 3741633025assessment_russel.pdf Dďň˙˙˙?†  ! Rowena H. Scott Darrell L. Fisher 20027 The impact of an in-servive course for primary teachersI annual conference of the Australian Association for Research in Education Brisbane, Australia2 hands on programs, in-service training, Australia 1-5 December ü Reform is now common, with people from nearly every nation engaging in improving science teaching as political leaders recognise that knowledge of science has economic consequences (Gallagher, 2000). A purpose of this study was to preserve the voices of teachers who had participated in a university course as a "special treatment" program with those of "control" teachers. A program was launched for the training of Specialist primary science teachers in twelve schools. These 17 teachers attended a unique, four-week, in-service course (Zaitun, 1999) and regular school-based workshops. It was hoped that teaching methods would become less traditional and less teacher-directed. Also, it was anticipated that the ability of participants to use questioning techniques to probe students' understanding would improve (Zaitun, 1999). Three male and three female Specialist science teachers, experienced and less experienced, were chosen from various Project schools for interview including one male and one female teacher from the same school. Four teachers from Project schools, who were not involved in the Specialist science teaching Project, including two from the same school, were also interviewed to seek out and capture the essence of different participants' experience.` Ä˙Ôý˙ý?‡  G. P. Baxter A. D. Elder 1996/ Assessment and instruction in science classroomM cognitive capabilities, performance, 5th grade students, formative assessment CSE technical report > Changes in knowledge underlie the cognitive capabilities that are displayed in competent performance and the acquisition of improved performance. It is important to bring these knowledge-generated processes to attention because they represent possibilities of instructional design that might improve learning. In this paper, the role of performance assessments in making relevant cognitive activity apparent to teachers and students is discussed. Descriptions of the cognitive activity of fifth grade students while carrying out a science performance assessment reveal critical differences between those who think and reason well with their knowledge of circuits and those who do not. Differences of quality of explanations adequacy of problem representation, appropriateness of solution strategies, and frequency and flexibility of self monitoring indicate more or less effective learning of the subject matter. Awareness of an attention to these cognitive characteristics of competent performance in an assessment situation provide teachers the necessary feedback to construct classroom environments that encourage reasoning and knowledge integration. In this way, performance assessments not only evaluate student performance but suggest changes in instructional practice to support effective learning in the elementary science classroom. + http://www.cse.ucla.edu/Reports/TECH418.PDF 418 2939152640room_gail_TECH418.pdfAŔ˙×˙˙˙?ˆ Ť > Jean-Michel BĂŠrard Philippe Claus Jean David Christian Loarer 2005x Sciences expĂŠrimentales et technologie, Histoire et gĂŠographie - Leur enseignement au cycle III de l’école primairej The general inspectors of the primary education group wanted to check the degree of implementation of new standards published on 2002 on history, geography and experimental sciences and technology for students on cycle 3 (9-11 years old). The study was carried out during the third quarters of the school years 2003- 2004 and 2004-2005 in 14 academies and 23 departments. (NB: An academy corresponds to an administrative unit of the education system that do not fit necessary to the geographical administration, there are 30 academies on France, the department is a geographical unit of administration) The study was founded on collection of quantitative and qualitative data coming from teachers observations and students records. It focused basically pedagogical trends. Topics related to pupils’ evaluation were not tackled. The observation of transdisciplinarity mastering of the language – sciences showed that these aspects were few or not tackled by the teachers during sessions of experimental sciences and technology, history and geography. - the timetables displayed an intensity of about 1h40 per week for experimental sciences and technology whereas the programs stated a minimum of 2h30 and a 3 a.m. maximum per week. - Less of quarter of the classes have a recent textbook. There is not necessarily one copy by pupil (but this is more frequent in history and geography that in sciences) - In two cases out of three, the inspector noticed that the program planned seemed to be able to be fully treated. - In general, eight topics are tackled during the school year. The observations done in the copybooks do not fit always to the progressions planned. - Pupils write little and copybook holding is mediocre: in science, the experiment book has a positive effect in this sense. - The followed methodology does not allow comparisons with the statistical elements included in the 2002 report of the general inspection related to the renovation of sciences and technology teaching at primary school. - Teachers spend too much time on the same topic and in addition, the displayed timetable is insufficient and badly respected, they cannot release time needed to cover all the program. - the scientific vocabulary is in general correct but poor - work on preconceptions (initial representations) is rare Conclusions - Subjects tackled come from the standards instructions. They allow, very generally, the construction of knowledge. It was given to us to observe achievements of great quality, even within schools located in ZEP (Zone of priority education). - the lack of teachers rigor is quite spread . - the programs are not fully tackled. - the teaching approaches do not always fit to expectations: in sciences, the inquiry approach is not still highly represented, the phase where students face their results to validated scientific knowledge is often insufficient - History, geography and experimental sciences are not used to develop pupils’ skills on mastering French. Proposals - Take particular care to enroll teachers having a basic scientific and epistemological knowledge in the whole disciplinary fields of primary school. Timetables of the institutes for teachers training should be reinforced - Publish documents for supporting teachers in standards implementation - To help the teachers in the establishment of planning and progressions, within the framework of training activities or schools network - Give increased attention to pupils written records: texts presentation, spelling, copybooks and folders structuring - To give particular attention to precision and exactitude scientific vocabulary employed in conclusion sentences. (written by P. Lucas)S ftp://trf.education.gouv.fr/pub/edutel/syst/igen/rapports/sciencesTechnoHistGeo.pdf Qüö˙˙˙?‹  Abdullah, A. , Scaife, J. 1997G Using interviews to assess children's understanding of science concepts 79-84 School Science Review 78 285€ Alternative Assessment; Elementary Secondary Education; Foreign Countries; Interviews; Science Instruction; Scientific Concepts ( Describes how children's understanding of science concepts can be assessed through interviews. Analyzes data from interviews using categories and criteria that have been chosen to indicate the extent of a child's knowledge and quality of knowledge. Describes methods of interviewing and analysis.ÉDďÖ˙˙ý?Œ  . National Council for curriculum and Assessment 2004 Assessemnt in primary schools Draft document Ireland& Assessment, curriculum, primary schoolź Assessment is integral to teaching and learning. Assessment relates to all aspects of the curriculum and encompasses the cognitive and affective domains. There is a variety of assessment modes, each of which is appropriate in particular circumstances. Assessment can play a critical role in the early identification of learning difficulties. Schools should implement procedures both at school and classroom levels for recording and reporting assessment outcomes. It is important for teachers to recognise the technical qualities of different assessment instruments. Teachers need support in the implementation of assessments, and in the recording and reporting of assessment outcomes. < http://www.ncca.ie/uploadedfiles/Publications/AssessPrim.pdf 3683072257mary_schools_NCCA.pdf‰üö˙˙ý? / Rachel M. Best Julie E Dockrell Nick R. Braisby 2006e Real-world word learning: Exploring children's developing semantic representations of a science term  265-282+ British Journal of Developmental Psychology 24 2_ formative assessment, language skills, sciences terms, semantic knowledge, conceptual knowledge Assessments of lexical acquisition are often limited to preschool children on forced-choice comprehension measures. This study assessed the nature of the understandings 30 school-age children (mean age = 6;7) acquired about the science term eclipse following a naturalistic exposure to a solar eclipse. The knowledge children acquired about eclipses and a control term comet was assessed at three points in time (baseline-test, 2-week post-test and 5-month post-test) using a range of assessment tasks (multiple-choice comprehension, picture-naming, drawing and a model solar system manipulation task). Children's knowledge at the baseline-test and 2-week post-test was compared with that of 15 adult controls. The analysis focused on the range of knowledge children acquired about eclipses and the relationships between aspects of knowledge they acquired. We found that children acquired extensive knowledge about eclipses, but not comets. At the 2-week post-test, the majority of children were able to produce the term eclipse and provided evidence of accurate comprehension and wider conceptual knowledge about solar eclipses, which was retained at the 5-month post-test. Further, children's ability to produce the term was related to their acquisition of `rich' semantic and conceptual knowledge.  1735467776g childrens _Best.pdfL Ďöý˙˙?Ž  * Georges Charpak Pierre LĂŠna Yves QuĂŠrĂŠ  2005: L'Enfant et la science : La main Ă  la pâte 10 ans après 240 Sciences Paris Odile Jacob' La main Ă  la pâte, France, scaling upm Since almost 10 years, the French operation La main Ă  la pâte has developed a broad network of teachers, trainers and scientists not only in France but through world-wide collaborations to reconcile children and teachers with science. Inquiry-based science teaching has proven to be highly eficient in revitalizing science education in primary schools. Focussing on interdisciplinary activities several exciting projects have been developed, which involve hundreds of schools at international scale and propose simple scientific activities for young pupils. Testimonies about the process, existing and future prospects. 2738116841˛ÄßÔ˙˙ý?   Erin Marie Furtak  2005B Formative Assessment in K-8 Science Education: A Conceptual ReviewW Center for Education at the National Research Council - National Academies of sciences 8 formative assessment, research, literature review, K-8,  commissioned paper. The original intent of this paper was to examine research that has been performed to date on formative assessment in K-8 science classrooms for the purpose of identifying common practices and emergent models of classroom-based formative assessment. However, a careful review of available literature revealed that strikingly little research has been performed in this important area. Thus, this paper is more of a review of new and important conceptual issues in formative assessment practices in K-8 science education since Black & Wiliam’s (1998a) review.D http://www7.nationalacademies.org/bose/Furtak_Commissioned_Paper.pdf 2303286528essment_k8_Furtak.pdf  FÄ×Ôţ˙ý3   Harlen, Wynne 2002h A systematic review of the impact of summative assessment and tests on students' motivation for learning- Institute of Education, University of London EPPI* Summative assessment, impact of assessment Web Siteć The aims of the review were as follows: 1. To conduct a systematic review of research evidence of the impact of summative assessment and testing on students’ motivation for learning 2. To determine the conditions and processes (including teaching) associated with summative assessment and testing having a positive or a negative impact on students’ motivation for learning 3. To identify actions that could be taken to increase the positive and decrease the negative impact of assessment on students’ motivation for learning 4. To consider evidence relating motivation for learning to learning achievements and learning strategies 5. To make recommendations for policy and practice based on these findings 6. To identify questions that need to be addressed by research so that decisions on policy and practice in summative assessment can be evidence-based Review questions Thus the review was designed to identify and synthesise research relevant to the question: • What is the evidence of the impact of summative assessment and testing on students’ motivation for learning? In order to achieve all the aims of the review, it was necessary to address the further questions: How does any impact vary with the characteristics of the students and the conditions of the assessment or testing? • In those stmudies where impact on students has been reported, what is the evidence of impact on teachers and teaching? • What actions in what circumstances would increase the positive and decrease the negative impact on students of summative testing and assessment programmes? In particular, what is the evidence that any impact is increased by ‘raising’ the stakes? • What are the implications for assessment policy and practice of these findings? g http://eppi.ioe.ac.uk/EPPIWeb/dl.aspx?Path=reel%5Creview_groups%5Cassessment%5Cass_rv1&FileName=ass_rv1 "Assessment is a term that covers any activity in which evidence of learning is collected in a planned and systematic way, and is used to make a judgment about learning. If the purpose is to help in decisions about how to advance learning and the judgement is about the next steps in learning and how to take them, then the assessment is formative in function. If the purpose is to summarise the learning that had taken place in order to grade, certificate or record progress, then the assessment is summative in function." pag 6  1933987329ssessement_harlen.pdfŻ Muestra el interĂŠs que tiene una evaluaciĂłn sumativa realizada por el profesor en contraste con los efectos negativos de una evaluaciĂłn de este tipo conducida externamente. English 8 Ä×Ô˙˙ý7‘   Harlen, Wynne 2004  A systematic review of the evidence of the impact on students, teachers and the curriculum of the process of using assessment by teachers for summative purposes- Institute of Education, University of London EPPI* Summative assessment, impact of assessment Web Siten Considerations of the policy and practice background to this review led to the identification of the main review question as: What is the impact on students, teachers and the curriculum of the process of using assessment by teachers for summative purposes? To achieve its aims the review addressed the subsidiary question: What conditions and contexts affect the nature and extent of the impact of using teachers’ assessment for summative purposes? The findings are used to address the further question: What are the implications of the findings for policy and practice in summative assessment? The outcomes of the review are as follows: 1) the production of a map of studies reporting on the impact of using teachers’ assessment for summative purposes on students, teachers and the curriculum, 2) the identification of the implications of the findings for different user groups, principally practitioners and policy-makers, 3) publication of the full report and of short summaries for different user groups in the Research Evidence and Education Library (REEL), 4) identification of further research that is needed in this area.a http://eppi.ioe.ac.uk/EPPIWeb/dl.aspx?Path=reel/review_groups/assessment/ass_rv4&FileName=ass_rv4 3661810433n_students_harlen.pdf EnglishɄĎÖý˙?’ / Inspection GĂŠnĂŠrale de l'Education, Nationale 2003 L’École aujourd’hui 19-42 Paris/ Inspection gĂŠnĂŠrale de l'ĂŠducation nationale1 primary school, scaling up, La main Ă  la pâte, C During the school year 2001-2002, the general inspection of national education was charged to ensure the follow-up of adopted measures concerning the two major primary school questions: the renovation of science and technology teaching as well as the generalization of languages teaching. Document based on Loarer's report.E http://lesrapports.ladocumentationfrancaise.fr/BRP/034000494/0000.pdf ISBN : 2-11-005452-2J École primaire: observation et suivi de deux grands chantiers - chapter 1…Ćöý˙˙?“  ' A. Kerlan Chr. Rossi G. Cottet-Emard  1988I Evaluer pour former : l'initiation scientifique Ă  l'ĂŠcole ĂŠlĂŠmentaire 128 Rencontres pĂŠdagogiques 22 INRP Paris INRP4 primary school, sciences, didactics, self-assessmentu The scientific activities are considered here under the scope of the assessment and more generally of the regulation. On the basis of analysis of real practices, difficulties and obstacles stated by teachers, the authors propose instruments of evaluation (self assessment, booklet of self-checking, scientific initiation booklet) and tools to manage and program activities. 2-7342-0194-1‰ţ÷˙˙˙?”  M.O. Laffosse-Marin  2004S L'accompagnement scientifique en primaire Ă  travers les interactions langagières. 41-67 Aster 38.đ Carried out in the framework of La main Ă  la pâte program, this study analyses language interaction during a primary school science class in the presence of a scientific partner and examines the particularities of such a teaching situation. It is also based on interviews conducted with scientific partners (both engineering students and science academics) as well as primary school teachers given academic support in sciences. The verbal exchanges which comprise the sequence were translated into diagrams in an effort to explore their sequence structures as well as the dynamic complexity of the interactions. A language grid was used in order to analyse the different aspects of the lesson's verbal interactions and as a tool to study the beginning and the end of the sequences as well as the teacher's time -management. It is also contributed to our understanding the factors which govern the extent of any mediation opportunities created by this new teaching situation in which teacher and academic play complementary roles. A change in the approach to knowledge and learning became evident by the different positions that pupils "discovered and chose" in the midst of the various and complex interactions between the interlocutors and actors of the lesson. „köý˙˙?•   C. Larcher M. Goffard 2003S L'expĂŠrimental dans la classe : Enjeux, rĂŠfĂŠrences, fonctionnements, contraintes 156 1 Paris INRPK primary school, scaling up, La main Ă  la pâte, skills, pedagogical issues This document was written on the basis of research report of IUFM and college teams having in response to a request done by the INRP (National Institute of Pedagogical Research). It concerns different school levels from primary school to high school; bringing elements of thought related to "La main Ă  la pâte" approach. Research analyses give indications about pupils thinking facing tasks proposed to them; in particular about language skills and pedagogical issues. Tips are proposed to implement lesson plans and standards. 2734209055ÓÇ Z4Dßô˙˙ý7–  Launay, Yann 20063 L'ĂŠvaluation des enseignants / Teachers evaluation: Master recherche didactique des sciences et des techniques# Ecole normale supĂŠrieure de Cachan* Teacher training, professional development Masterł This bibliographical research propose a questions review, i.e. meta-analyzes of current research on skilss evaluation of teachers and their practices. It pursues several goals: - To define characteristic trends on research and main results obtained in this field, - To identify topics research, questions, problems tackled and the solutions available - To present different approaches of evaluation and current international paradigms 0760388609nseignants_launay. pdf French Ďöý˙ý7—  MEN DESCO AcadĂŠmie des sciences 2002i Enseigner les sciences Ă  l'ĂŠcole, outil pour la mise en oeuvre des programmes 2002, cycles 1, 2 et 3  126 Collection Ecole Paris CNDP; Science program, French strandards, science sequences, IBSE˝ In June 2002, after praising the La main Ă  la pâte operation, `the propitious initiative of Georges Charpak and the Academy of Sciences, taken over by the National Institute for Educational Research' (INRP), the Minister for National Education announced the setting up of the plan to renew the teaching of sciences and technology in schools: `I am putting in place a very broad operation. It will be established in primary schools and will foreshadow the changes which I intend to carry through to the Collèges and then to the LycĂŠes'. In February 2002, new teaching programmes for primary schools were published, which took effect at the beginning of the school year 2002-2003. The titles of these programmes, `Discovery of the World' (nursery school and the `basic skills' cycle) and `Sciences and technology' (`more advanced skills` cycle) are consistent with the recommendations of the renewal plan. One does not have to be a specialist to conduct scientific activities in the primary school. The experimental investigation work may be simple, the knowledge to be imparted is accessible. The teacher is able to stimulate and share the pleasure and the curiosity of the pupils, and to encourage a reasoned exploration of the world around them, which they can put into words, into pictures and into arguments. The universe of science, in which scientists seek new discoveries and engineers create new objects and products, is truly within the reach of versatile schoolteachers and their pupils. As a tool for the implementation of the renewal plan and the new programmes, this book is designed to assist teachers in their development of teaching based upon questioning and upon experimentation by the pupils themselves. 2-240-00834-2 1583335425nseigner_sciences.pdf FrancĂŠs h ÄĎö˙˙ý?˜  Laura M. Smith And Others 1993) Assessment of Student Learning in Science Columbiak South Carolina Univ., Columbia. South Carolina Center for Excellence in the Assessment of Student Learning.j Academic Achievement; Alternative Assessment; Computer Simulation; Curriculum Development; Educational Assessment; Educational Change; Elementary Secondary Education; Evaluation Methods; Hands on Science; Performance Based Assessment; Portfolios (Background Materials); Science Achievement; Science Education; State Programs; Student Evaluation; Student Journals As part of a series of documents describing assessment of student learning in various curriculum areas in South Carolina, this document reviews the assessment of student learning in the science classroom. The report begins with a discussion of effective science learning, and outlines the knowledge, skills, and dispositions that encompass science education. Reform efforts currently underway to transform school science are described. Alternative methods of assessment that support curriculum and instruction and promote exemplary science learning are explored, and a brief summary of activities in science assessment in selected states is provided. Performance assessments that are discussed include: (1) performance tests and tasks; (2) open-ended questions; (3) student journals; and (4) computer simulations. Portfolios and concept maps are other forms of authentic assessment that are discussed. Appendix A presents an example of a hands-on science assessment, and Appendix B presents a problem and a concept map. (SLD) 2260561921arning in science.pdfD üö˙˙ý?™ Tricia Young 19984 Student Teachers' Attitudes Towards Science (STATS). 96-111" Evaluation & Research in Education 12 2 j teachers assessment, attitudes, primary, preservice, Attitude Towards Science Inventory (ATSI), interviews" This article reports the findings of a study designed to examine and quantify the attitudes towards science amongst primary student teachers. It is assumed that the attitude of a teacher to a subject is a major influence on his/her learning and subsequent teaching of that subject. Attitude is found to be closely linked to choice of subject for study. Student primary teachers whose main subject is science have a markedly more positive attitude towards science than those of any other subject group. Mathematics students are relatively confident about the study of science. ‘English’ students, which in this study include a high proportion of mature females, contrast most with science students. Technology students have a surprisingly relatively low attitude towards science. There are some distinctions in ‘perception of the teacher’ depending on gender and age. Reservations are noted about the use and interpretation of attitude measuring instruments. Comment is made on the need to address attitude directly during teacher training programmes. 3954243841s towards science.pdf