Scientific abilities and their assessment

Etkina, Eugenia; Heuvelen, Alan Van; Brahmia, Suzanne White; Brookes, David T.; Gentile, Michael; Murthy, Sahana; Rosengrant, David; Warren, Aaron R.

doi:10.1103/physrevstper.2.020103

Cited by 216 publications

(180 citation statements)

References 27 publications

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“…It is well known that the application and the manipulating of equations do not guarantee an understanding of the underlying physics concepts. It has also been argued that students' ability and familiarity to handle different kinds of representations and translate information among different representational modes are scientific skills which need to be developed [47].…”

Section: Discussionmentioning

confidence: 99%

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

Ibrahim

Rebello

2013

Phys. Rev. ST Phys. Educ. Res.

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Section: Discussionmentioning

confidence: 99%

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

Ibrahim

Rebello

2013

Phys. Rev. ST Phys. Educ. Res.

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“…''Self-diagnosis tasks'' are formative assessment tasks [1] that aim at fostering student learning in an examination context by requiring students to present their own diagnosis (in which they identify where they went wrong and explain the nature of the mistakes) as part of the activity of reviewing their quiz solutions [2][3][4]. These tasks are intended to induce students to generate self-explanations involving self-repair [5], meaning that in reflecting on their solution to a problem when they self-diagnose it, students will recognize and resolve conflicts between their possibly flawed mental model and the scientifically acceptable model.…”

Section: Introductionmentioning

confidence: 99%

What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context

Yerushalmi

Cohen

Mason

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

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''Self-diagnosis tasks'' aim at fostering students' learning in an examination context by requiring students to present diagnoses of their solutions to quiz problems. We examined the relationship between students' learning from self-diagnosis and the typicality of the problem situation. Four recitation groups in an introductory physics class ($ 200 students) were divided into a control group and three intervention groups in which different levels of guidance were provided to aid students in their performance of selfdiagnosis activities. The self-diagnosis task was administered twice, first in an atypical problem situation and then in a typical one. In a companion paper we reported our findings in the context of an atypical problem situation. Here we report our findings in the context of a typical problem situation and discuss the effect of problem typicality on students' self-diagnosis performance and subsequent success in solving transfer problems. We show that the self-diagnosis score was correlated with subsequent problem-solving performance only in the context of a typical problem situation, and only when textbooks and notebooks were the sole means of guidance available to the students for assisting them with diagnosis.

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“…Esta clasificación se realiza en base a los criterios resumidos en los siguientes puntos: i) existe la propuesta de una pregunta investigable; ii) se realiza un diseño experimental, identificando las variables y las medidas que se deben realizar para recoger un conjunto de datos que ayuden a dar respuesta a la pregunta planteada; iii) se presenta una interpretación de los datos recogidos. Consideramos que cumpliendo estos tres puntos, tales presentaciones se consideran indagadoras ya que satisfacen los aspectos principales y más generales que una investigación científica debería presentar según diferentes descripciones del modelo indagador publicadas en la bibliografía (Biggers 2017;Etkina et al 2006;Forbes, Biggers y Zangori 2013). Cabe mencionar que la "comunicación", un aspecto fundamental del proceso indagador, no ha sido considerada para la selección puesto que es un punto común en todas las presentaciones exhibidas.…”

Section: Métodounclassified

Análisis de la comunicación de experiencias indagadoras presentadas en congresos de ciencias dirigidos a alumnos de Educación Infantil y Primaria

Solé-Llussà

Camaño

Plana

et al. 2018

Rev_Eureka_ensen_divulg_cienc

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Scientific inquiry is one of the strategies that has provided some of the best results to the experimental science learning. In order to propel this kind of methodologies, in recent years, different initiatives and proposals have been performed to promote and spread this strategy. Among these proposals, the science school conferences stand out. In this manuscript, we select 168 communications presented by preschool and primary education students in order to analyze the sequence, process and methodology used in school scientific experiences. The analysis focuses on the presentations considered inquiry-based, which represent the 40% of those selected. Therefore, an analysis tool has been designed to study the processes and skills that emerge in the communicated investigations. The results show that, in general, the presented investigations have a coherent structure with this kind of methodologies. In particular, it is observed that students mainly point out the stages or aspects that are considered more descriptive (such as, the planning of their investigation) and show more difficulties to present the ideas or explanations derived from their work. At the same time, it is illustrated the school conferences functionality as a tool to exchange experiences related to the learning and teaching of science between students and teachers.

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Scientific abilities and their assessment

Cited by 216 publications

References 27 publications

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context

Análisis de la comunicación de experiencias indagadoras presentadas en congresos de ciencias dirigidos a alumnos de Educación Infantil y Primaria

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