Designing Practical Science Assessments in England: Students' Engagement and Perceptions

Autor/inn/en	El Masri, Yasmine H.; Erduran, Sibel; Ioannidou, Olga
Titel	Designing Practical Science Assessments in England: Students' Engagement and Perceptions
Quelle	In: Research in Science & Technological Education, 41 (2023) 1, S.190-210 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (El Masri, Yasmine H.) ORCID (Erduran, Sibel) ORCID (Ioannidou, Olga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1872519
Schlagwörter	Science Tests; Test Construction; Summative Evaluation; Test Items; Grade 10; Secondary School Students; Foreign Countries; Science Instruction; Teaching Methods; Learning Processes; Scientific Research; Student Attitudes; Physics; Guidelines; Science Process Skills; Knowledge Level; Taxonomy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Testaufbau; Test content; Testaufgabe; Sekundarschüler; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Physik; Richtlinien; Wissensbasis; Taxonomie
Abstract	Background: The paper discusses how the design of summative assessments of practical science can be enhanced through the use of robust theoretical models that capture the diversity of scientific methods. The developments in assessment policy in England and the role of practical science in teaching and learning of science are reviewed. Purpose: The paper has two main purposes: (a) to explore how summative assessments of practical science can potentially reflect the breadth of scientific methods; and (b) to investigate how Year 10 students in England engage with and perceive summative assessments designed using Brandon's Matrix, a framework clarifying the diversity of scientific methods. Sample: The paper draws on data from Year 10 (14-15 years old) students with a sample of physics assessment tasks developed using Brandon's Matrix. Design and methods: The study focused on the development of a series of assessment questions based on Brandon's Matrix, a framework by a philosopher of science, who classifies scientific methods in a taxonomy. Students' performance on the assessments as well as their perceptions about practical science are investigated. Conclusion: The results suggest that students held a very narrow understanding of what a scientific method is and often linked it to hypothesis testing, variable manipulation and measurement of several variables. Furthermore, they reported not to enjoy drawing conclusions from data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01