Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education

Kruit, Patricia; Oostdam, Ron; Berg, Ed van den; Schuitema, Jaap

doi:10.1080/02635143.2017.1421530

Cited by 34 publications

(32 citation statements)

References 56 publications

(83 reference statements)

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“…Although several studies have demonstrated results that indicate student engagement and an improvement in science learning throughout inquiry (e.g., Fang, 2020;Kruit et al, 2018;Minner et al, 2010), there are still rare initiatives that organically permeate the whole EE continuum. Thinking about using the transformations indicated in the EE continuum for curriculum planning (such as the design of learning progressions and assessments), we organized Table 2.…”

Section: What Do Data-texts Look Like In Practice: a Classroom-based Examplementioning

confidence: 99%

Data-Texts in the Sciences

2021

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Grounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

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Section: What Do Data-texts Look Like In Practice: a Classroom-based Examplementioning

confidence: 99%

Data-Texts in the Sciences

2021

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“…Schraw et al 2006;Zohar and Dori 2003). In particular, three categories which underlie performing a scientific inquiry may be involved: science-specific skills, thinking skills, and metacognitive skills (see also Kruit et al 2018a).…”

Section: Skills and Scientific Inquirymentioning

confidence: 99%

“…Three tasks were developed with topics suitable for grades 5 and 6 students: Skateboard, Bungee Jump, and Hot chocolate (Kruit et al 2018a). Skateboard was based on the PA BRolling Down Hill^ (Ahlbrand et al 1993).…”

Section: Description and Development Of The Performance Assessmentsmentioning

confidence: 99%

Performance Assessment as a Diagnostic Tool for Science Teachers

et al. 2018

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Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the

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“…One alternative learning model aligns with the student activeness for gaining a high order thinking skill is an inquiry (Madhuri, Kantamreddi, & Prakash-Goteti, 2012). It have been reported elsewhere that the implementation of inquiry learning improved the student achievement (Jiang & McComas, 2015), scientific performance (Kruit, Oostdam, Berg, & Schuitema, 2018), activeness (Jocz, Zhai, & Tan, 2014), critical thinking (Falahudin, Wigati, & Pujiastuti, 2016;Miri, David, & Uri, 2007;Tzelepi & Papanikolaou, 2018), and creative thinking (Cremin, Glauert, Craft, Compton, & Styliandou, 2015;Liu et al, 2015;Thompson, 2017).…”

Section: Introductionmentioning

confidence: 99%

The activeness, critical, and creative thinking skills of students in the Lesson Study-based inquiry and cooperative learning

Hasan¹,

Lukitasari²,

Utami³

et al. 2019

JPBI

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The application of innovative learning and lesson study (LS) have a potency to improve student thinking skills and activeness differently and mostly implemented separately. This study aimed to explore and compare the student critical and creative thinking skills as well as student activeness in the inquiry and cooperative models combined with lesson study-based learning practice. This was a descriptive quantitative study that was conducted at Madrasah Aliyah Negeri 1 of Bengkulu. The sample was two classes consisted of 33 and 32 students each that conducted LS-based inquiry and LS-based cooperative learnings. The essay test delivered to measure students' critical and creative thinking skills and an observation sheet to measure student activeness. The data were analyzed by t-test to compare the student critical and creative thinking skills as well as the student activeness between the LS-inquiry and LS-cooperative classes. The result showed that LS-based inquiry learning improved the student critical and creative thinking skills that significantly higher than LS-based cooperative learning. The student activeness improved gradually as LS cycles during learning processes in either inquiry or cooperative learning, but no significant difference between these two learning models. It showed that inquiry learning plays a dominant influence in critical and creative thinking skills improvement, whereas LS in student activeness improvement otherwise.

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Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education

Abstract: UvA-DARE (Digital Academic Repository) Assessing students' ability in performing scientific inquiry: Instruments for measuring complex science skills in primary education

Cited by 34 publications

References 56 publications

Data-Texts in the Sciences

Data-Texts in the Sciences

Performance Assessment as a Diagnostic Tool for Science Teachers

The activeness, critical, and creative thinking skills of students in the Lesson Study-based inquiry and cooperative learning

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