A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching

Goldston, M. Jenice; Dantzler, John; Day, Jeanelle Bland; Webb, Brenda

doi:10.1007/s10972-012-9327-7

Cited by 30 publications

(33 citation statements)

References 33 publications

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“…The 5E learning cycle model (Bybee et al, ) lists five inquiry phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. During the engage phase the teacher assesses learners' prior knowledge, stimulates interest and encourages them to ask questions on the topic (Bybee et al, ; Goldston, Dantzler, Day, & Webb, ). The teacher may ask the learners to generate an investigation question, or they can provide it themselves, after which the learners make predictions on the possible outcomes of the intended investigation (Bybee et al, ; Goldston et al, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…During the engage phase the teacher assesses learners' prior knowledge, stimulates interest and encourages them to ask questions on the topic (Bybee et al, ; Goldston, Dantzler, Day, & Webb, ). The teacher may ask the learners to generate an investigation question, or they can provide it themselves, after which the learners make predictions on the possible outcomes of the intended investigation (Bybee et al, ; Goldston et al, ). During the second phase, explore , the teacher facilitates learners actively working together with other learners in a hands‐on, minds‐on activity.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The explain phase begins when a teacher starts questioning learners and encouraging them to explain their ideas about the concepts based upon the evidences of their activity. It is during this phase that the concepts are given labels, terms defined and discussed with the learners (Goldston et al, ). The elaborate phase is where learners are asked to demonstrate capacity to apply the learnt skills and knowledge to real‐life situations (Bybee et al, ; Goldston et al, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…It is during this phase that the concepts are given labels, terms defined and discussed with the learners (Goldston et al, ). The elaborate phase is where learners are asked to demonstrate capacity to apply the learnt skills and knowledge to real‐life situations (Bybee et al, ; Goldston et al, ). Further, learners may be asked to solve related challenges to confirm their understanding.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Further, learners may be asked to solve related challenges to confirm their understanding. In the evaluation phase , a summative evaluation is created to test for the stated objectives in the inquiry lesson and includes a rubric with appropriate criteria as needed (Goldston et al, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 4 more Smart Citations

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Mupira

Ramnarain

2018

J Res Sci Teach

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Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is a construct of motivation that explains learning behaviour. In an attempt to address the problem of learner motivation, this study investigated the effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at historically disadvantaged township schools in South Africa. In South Africa, the term “township” usually refers to under‐developed urban areas that were historically created for “non‐whites” during the apartheid era. The findings showed that the experiment group of learners who experienced inquiry‐based learning significantly gained in mastery goal orientation, while the control that were taught through a traditional direct didactic approach had an insignificant change in their mastery goal orientation. From these results, it can be concluded that inquiry‐based learning does support a mastery goal orientation in learners. This orientation is regarded as desirable because mastery approach goals could support positive outcomes in conceptual learning, leading to an improvement in science achievement of learners.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 3 more Smart Citations

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Mupira

Ramnarain

2018

J Res Sci Teach

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Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit

Cheng

2015

Journal of Creative Behavior

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Creativity in teaching is a significant and complex construct. However, in the local educational context, creativity in teaching has received little attention. This study aimed to investigate the validity, practicality, and benefits of applying a modified consensual assessment technique (CAT) to assess creativity in teaching design. Four hundred and eighty-five written teaching designs were collected from 167 in-service and pre-service primary school teachers in Hong Kong. Instead of expert teachers, "supportive" peers, who had shown support, interest, and initiative in creative teaching were recruited as judges. A warm-up exercise, with no definition of creativity, was given to the judges before beginning their assessments. The results indicated overall consistency in the judges' assessments of creativity, and that creativity factor could be distinguished from pedagogical skills and other technical factors. Most of the peer judges reported personal gains in creative teaching by engaging in the assessment process. On average, each judge spent approximately only 2 minutes rating each written teaching design. The findings confirm that the modified CAT is a valid and economical assessment method with learning benefits for the judges. The special values and implications of using supportive peer judges in consensual assessment are further discussed.

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Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Großmann,

Krüger

2023

Science Education

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Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

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A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching

Cited by 30 publications

References 33 publications

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

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