Literaturnachweis - Detailanzeige
| Autor/inn/en | Liew, Chong-Wah; Treagust, David F. |
|---|---|
| Titel | The Effectiveness of Predict-Observe-Explain Tasks in Diagnosing Students' Understanding of Science and in Identifying Their Levels of Achievement. |
| Quelle | (1998), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Action Research; Comprehension; Constructivism (Learning); Evaluation Methods; Foreign Countries; High School Students; High Schools; Performance Based Assessment; Science Education; Sciences; Student Evaluation |
| Abstract | This study involves action research to explore the effectiveness of the Predict-Observe-Explain (POE) technique in diagnosing students' understanding of science and identifying their levels of achievement. A multidimensional interpretive framework is used to interpret students' understanding of science. The research methodology incorporated constructivist action-inquiry principles, grounded theory development, and triangulation of multiple data sources, multiple data collection methods, and multiple theoretical perspectives. Data from a class of 18 11th-grade students include students' written POE task response, interviews with individual students, and in-class discussions. The POE tasks were concerned with the expansion of water, solubility of salt, and power and resistance of light globes. Variations in student responses suggest that uniform observation outcomes may not always be assumed even for the well-designed POE intended to provide an obvious and clear observation outcome. Data also suggest that POE tasks are effective in capturing a range of possible student observation and prediction outcomes when they are worded in an open-ended format. Results imply that POE tasks can be used to design learning activities insightfully to start with the students' viewpoints rather than the teacher's or scientist's. Findings also suggest that POEs are effective in facilitating the teacher and the students in documenting student achievement and profiling student progress. (Contains 6 tables, 4 figures, and 33 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
