قناعات معلمي العلوم لتوظيف التقييم البديل في إكساب طلبة المرحلة الأساسية لمهارات العمل المخبري = Science Teachers' Convictions of Using the Alternative Assessment in Primary Stage Pupils' Acquisition of Laboratory Work Skills

2017 ◽  
Vol 25 (1) ◽  
pp. 52-74
Author(s):  
مانيا عبد العزيز عبد المنعم عبيدو ◽  
علي أحمد البركات
Keyword(s):  
Science Teachers ◽  
Alternative Assessment ◽  
Laboratory Work ◽  
Work Skills ◽  
Primary Stage

Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape

2021 ◽  
pp. 66-75
Author(s):  
Azizi Alias ◽  
Kamisah Osman
Keyword(s):  
Science Teachers ◽  
Communication Skills ◽  
21St Century ◽  
Student Outcomes ◽  
Alternative Assessment ◽  
Multimedia Communication ◽  
Validity And Reliability ◽  
Intra Class Correlation ◽  
Absolute Agreement ◽  
Science Activities

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

scholarly journals Pemanfaatan Rubrik Sebagai Instrumen Penilaian Alternatif

2019 ◽  
Vol 9 (1) ◽  
pp. 29-39
Author(s):  
Wiyun Philipus Tangkin
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Data Collection ◽  
Science Teachers ◽  
Junior High School ◽  
Alternative Assessment ◽  
Learning Motivation ◽  
Close Relationship ◽  
Teachers And Students ◽  
Interview Questionnaire

This research aims at describing clearly about the contribution of using rubric as alternative assessment towards students learning motivation. This research was conducted at Dian Harapan Karawaci in grade IX junior high school. This is a descriptive qualitative research, the data collection uses interview, questionnaire, and documents. The interview involved five science teachers (who teach physics, biology, and chemistry) and 15 students of grade IX. The data in the form of questionnaire were gathered from teachers and students, analyzed by using statistic in order to obtain the percentage of answer from the teachers and students. It is concluded that the rubric of assessment has close relationship with students learning motivation. In its contribution, rubric as a means of assessment is able to motivate students learning.

scholarly journals Identifying the Impact of Using Simulation Programs on Acquiring Physics Concepts for Female Students in Grade 11

2017 ◽  
Vol 11 (2) ◽  
pp. 390
Author(s):  
Nasser S. Almzidi ◽  
Ali H. Al Shuaili
Keyword(s):  
General Education ◽  
Female Students ◽  
Laboratory Work ◽  
Control Group ◽  
Work Skills ◽  
Study Results ◽  
Physics Concepts ◽  
The Impact ◽  
Experimental Group ◽  
Grade 11

This study aims at identifying the impact of using Simulation programs on acquiring physics concepts, and development of lab activity skills. The sample consisted of (54) female students in grade 11 in the General Education at schools in Al-Batinah North Governorate. The sample was divided into two groups: The experimental group (n=28) that studied physics using simulation, and the control group (n=26) that studied the same material but using the traditional method of teaching. To achieve the study aims three tools were prepared: The Physics Concepts Test, the Laboratory Work Skills Test, and Laboratory Work Skills Observation Card. After conducting the tests before and after the study treatment, and observing the student while working on the experiments, the study results showed that no statistical differences was indicated between the experimental group and the control group in terms of gain of physics concepts, and all lab activity skills. In addition, the results of the Laboratory Work Skills Observation Card showed that simulation programs made the student make most of the lab activity skills. In view of the findings of the study, some suggestions and recommendations were proposed for future research.

scholarly journals The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 21-40
Author(s):  
Fatma Coştu ◽  
Hale Bayram
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Laboratory Work ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Work Activities ◽  
Laboratory Activities ◽  
Post Test ◽  
Experimental Group

This research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-skills.

scholarly journals Lärares mål med laborativt arbete: Utveckla förståelse och intresse

2012 ◽  
Vol 2 (3) ◽  
pp. 54-66 ◽  
Author(s):  
Per Högström ◽  
Christina Ottander ◽  
Sylvia Benckert
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Secondary School Teachers ◽  
Learning Outcome ◽  
Laboratory Work ◽  
Laboratory Instruction ◽  
Structured Interviews ◽  
School Teachers ◽  
General Goals

The purpose of this study was to analyse secondary school teachers’ goals for laboratory work. What general goals do teachers have for labwork and what goals appear when teachers describe real labwork used in their own teaching? What goals are expressed in the written laboratory instructions? Eleven science teachers in secondary school participated in individual semi-structured interviews. The teachers’ laboratory instruction sheets were analysed with respect to intended learning outcome. The analysis of teachers’ general goals showed five themes and that cognitive aspects were the most prominent. Furthermore, when teachers talked about specific labwork used in their own teaching affective aspects were more important and an additional theme appeared. It was also shown that laboratory instructions supported teachers’ goals to develop students understanding of concepts and phenomena. However, goals concerning to think and reflect upon labwork were not supported by the laboratory instructions.

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