Assessment Reform in Science: Fairness and Fear (Science & by Benny H.W Yung

By Benny H.W Yung

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Additional resources for Assessment Reform in Science: Fairness and Fear (Science & Technology Education Library)

Sample text

Representative episodes will be provided in the following six sections to illustrate the meanings of the different foci of T-S interactions that are related to the teaching of practical work per se, namely: • Scientific thinking – aspects dealing with concepts underlying scientific research • Bio theory behind PW – aspects related to biology theories underlying the practical work • Scientific attitude – aspects related to inculcating in students appropriate scientific attitudes • Procedure, demo + safety – aspects related to the procedural and operational side of the practical work; the focus of the interaction is on the question of ‘how’ and does not touch upon the underlying biology theory or concepts underlying scientific research.

Episode 3-11 (Fay) – How is it going? T: How is it going? S: The liquid drop has moved a lot [along the capillary tube of the respirometer]. T: What’s the movement? S: From here to here. T: And for how long? S: 15 minutes. T: How about in the other setup? 2 cm. In this situation, it was most likely that the teacher was just ‘doing something’, with no specific purpose in mind, or was engaged in general monitoring, with no assessment-oriented motive. 7 A summary on the foci of T-S interaction related to teaching of practical work Figure 3-4 shows the different foci that each teacher emphasized [in terms of % DTUs (PW)] in their teaching of practical work per se.

The following is one of the representative episodes. Episode 3-6 (Alan) – Explain your expected results and unexpected results? S: Sir, it seems that this is not the normal result. T: You mean this is not your expected result? S: Yes. T: But anyway, you got a set of results, right? The fact is that you’ve got some results, be they accurate or not, okay? You try to record the results first and then try to give some kind of explanation for them. S: Explain what? T: Explain your expected results and unexpected results.

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