Assessing Students' Experimentation Processes in Guided Inquiry

Autor/inn/en	Emden, Markus; Sumfleth, Elke
Titel	Assessing Students' Experimentation Processes in Guided Inquiry
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 1, S.29-54 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9564-7
Schlagwörter	Student Evaluation; Science Process Skills; Inquiry; Science Education; Science Experiments; Science Achievement; Hypothesis Testing; Science Activities; Scientific Methodology; Secondary School Science; Secondary School Students; Coding; Scores; Correlation; Video Technology; Data Collection; Data Analysis + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Naturwissenschaftliche Bildung; Hypothesenprüfung; Hypothesentest; Sekundarschüler; Codierung; Programmierung; Korrelation; Data capture; Datensammlung; Auswertung
Abstract	In recent science education, experimentation features ever more strongly as a method of inquiry in science classes rather than as a means to illustrate phenomena. Ideas and materials to teach inquiry abound. Yet, tools for assessing students' achievement in their processes of experimentation are lacking. The present study assumes a basal, non-exclusive process model of inquiry in experimentation that can be considered a consensus from multiple approaches: (1) finding an idea/hypothesis, (2) planning and conducting an experiment, and (3) drawing conclusions from evidence. The study confronted 339 secondary level students with three "guided inquiry" experimentation tasks on 3 days. Selected working groups were videotaped while experimenting. All the students reported their processes in a structured report form simultaneous to their progress. The generated videos and reports were analysed in a two-stepped way: (1) Experimentation was coded according to the process model into process plots; on basis of these, (2) process-focused performance scores were calculated considering logical coherence and immediacy of the inquiry processes. Correlative analyses show for two of the tasks that the report format yielded comparable performance scores to those generated from video data after students have had opportunity to learn the surveying formats (r[subscript S]?>?0.80). A first suggestion of a process-oriented assessment tool for inquiry in experimentation can be drawn from this study. It might be used to inform and complement secondary science instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01