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Reference Type: Conference Proceedings

Record Number: 70

Author: McGinnis, J. Randy; Parker, Carolyn

Year of Conference: 1999

Title: Teacher Candidates’ Attitudes and Beliefs of Subject Matter And Pedagogy Measured Throughout Their Reform-Based Mathematics And Science Teacher Preparation Program

Conference Name: Annual meeting of the American Educational Research Association

Conference Location: Montreal, Canada

Date: April 19-23, 1999

Short Title: Teacher Candidates’ Attitudes and Beliefs of Subject Matter And Pedagogy Measured Throughout Their Reform-Based Mathematics And Science Teacher Preparation Program

Keywords: mathematics and science, teacher's attitudes, elementary, middle school, survey,

Abstract: This study reports the use longitudinally of a valid and reliable instrument to measure teacher candidates’ attitudes and beliefs about the nature of and the teaching of mathematics and science. The instrument used, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded undergraduate teacher preparation program for specialist mathematics and science elementary/middle level teachers. In this analysis, we report how MCTP teacher candidates’ attitudes toward and beliefs about mathematics and science evolved over a three year period. During the Fall 1995 and Spring 1996 semesters the instrument was administered in MCTP classes twice each semester to the study participants (N=104; 100% response). During the Fall 1996, Spring 1997, and Fall 1997 semesters the instrument was mailed to the study participants at the end of each semester (46% Fall 1996 response; 75% Spring 1997 response; 78% Fall 1997 response). Since individual responses to the questionnaire were not independent, we used as the unit-of-analysis responses from five institutions participating in the program. We aggregated survey responses within each institution, and analyzed changes (repeated-measures t-test design). We determined that the MCTP appears to be affecting participating teacher candidates’ attitudes towards and beliefs about mathematics and science in the direction intended. The MCTP teacher candidates’ attitudes and beliefs moved in the desired direction on all five subscales of the instrument. Moreover, the magnitude of change was statistically significant at the .05 level for the subscales measuring "Beliefs about the Nature of Mathematics and Science," "Mean Attitudes Toward Mathematics and Science," and "Beliefs about Teaching Mathematics and Science." In addition, the magnitude of change for the subscale measuring "Attitudes Towards Teaching Mathematics and Science" approached statistical significance (0.8). These findings make a highly significant contribution to the science and mathematics education research communities interested in charting the attitudinal and belief journeys of teacher candidates participating in a reform-based teacher preparation program.

Reference Type: Book

Record Number: 151

Author: MEN; DESCO; sciences, Académie des

Year: 2002

Title: Enseigner les sciences à l'école, outil pour la mise en oeuvre des programmes 2002, cycles 1, 2 et 3

Series Title: Collection Ecole

City: Paris

Publisher: CNDP

Number of Pages: 126

Short Title: Enseigner les sciences à l'école, outil pour la mise en oeuvre des programmes 2002, cycles 1, 2 et 3

ISBN: 2-240-00834-2

Keywords: Science program, French strandards, science sequences, IBSE

Abstract: In June 2002, after praising the La main à la pâte operation, `the propitious initiative of Georges Charpak and the Academy of Sciences, taken over by the National Institute for Educational Research' (INRP), the Minister for National Education announced the setting up of the plan to renew the teaching of sciences and technology in schools: `I am putting in place a very broad operation. It will be established in primary schools and will foreshadow the changes which I intend to carry through to the Collèges and then to the Lycées'. In February 2002, new teaching programmes for primary schools were published, which took effect at the beginning of the school year 2002-2003. The titles of these programmes, `Discovery of the World' (nursery school and the `basic skills' cycle) and `Sciences and technology' (`more advanced skills` cycle) are consistent with the recommendations of the renewal plan. One does not have to be a specialist to conduct scientific activities in the primary school. The experimental investigation work may be simple, the knowledge to be imparted is accessible. The teacher is able to stimulate and share the pleasure and the curiosity of the pupils, and to encourage a reasoned exploration of the world around them, which they can put into words, into pictures and into arguments. The universe of science, in which scientists seek new discoveries and engineers create new objects and products, is truly within the reach of versatile schoolteachers and their pupils. As a tool for the implementation of the renewal plan and the new programmes, this book is designed to assist teachers in their development of teaching based upon questioning and upon experimentation by the pupils themselves.
Reference Type: Report

Record Number: 72

Author: MEN : Académie de Créteil, Inspection académique de Seine-Saint-Denis

Year: 2002

Title: Evaluation sciences et technologie CM2 (2002) Livret de l'élève, de l'enseignant, résultats et analyses 2002.

Institution: Ministry of education

Pages: 46

Date: May

Type: formative assessment, report, France

Short Title: Evaluation sciences et technologie CM2 (2002) Livret de l'élève, de l'enseignant, résultats et analyses 2002.



Abstract: The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2002, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils.

URL: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/1erdegre.htm

Pupil's booklet:



http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20mai%202002%20livret%20élève.pdf

Teacher's booklet:



http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20mai%202002%20livret%20prof.pdf

Results: http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/resultats%20departementaux%20des%20eval%20cm2.pdf

Analysis:

http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/resultatsevalcm2.pdf
Reference Type: Report

Record Number: 73

Author: MEN : Académie de Créteil, Inspection académique de Seine-Saint-Denis

Year: 2003

Title: Evaluation sciences et technologie CM2 (2003). Livret de l'élève, de l'enseignant, résultats et analyses 2003.

Institution: Inspection académique de Seine-Saint-Denis

Pages: 46

Type: assessment report

Short Title: Evaluation sciences et technologie CM2 (2003). Livret de l'élève, de l'enseignant, résultats et analyses 2003.



Abstract: Second edition of the assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine-Saint Denis department carried out on 2003.

The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2003, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils.



URL: Pupil's booklet:

http://www.ac-creteil.fr/ia93/pedagogie/sciences93/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202004%20livret%20élève.pdf

Teacher's booklet:



http://www.ac-creteil.fr/ia93/pedagogie/sciences93/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202003%20prof.pdf

Analysis and results:



http://www.ac-creteil.fr/ia93/pedagogie/sciences93/analyses%20et%20résultats%20éval%20sciences%20CM2%202003.pdf

Reference Type: Report

Record Number: 74

Author: MEN : Académie de Créteil, Inspection académique de Seine-Saint-Denis

Year: 2004

Title: Evaluation sciences et technologie CM2 (2004). Livret de l'élève, de l'enseignant, résultats et analyses 2004.

Institution: Inspection académique de Seine-Saint-Denis

Type: assessment report

Short Title: Evaluation sciences et technologie CM2 (2004). Livret de l'élève, de l'enseignant, résultats et analyses 2004.



Keywords: formative assessment, report, France

Abstract: Third edition of the assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine-Saint Denis department carried out on 2004

The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2004, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils.


Link to PDF: Pupil's booklet:

http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202004%20livret%20élève.pdf

Teacher's booklet:



http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Evaluation%20CM2%20sciences%20et%20technologie%20octobre%202004%20livret%20prof%20version%20A5.pdf

Analysis and results:



http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/Resultats%20et%20analyses%20CM2%20oct%202004.pdf

Reference Type: Report

Record Number: 75

Author: MEN : Académie de Créteil, Inspection académique de Seine-Saint-Denis

Year: 2005

Title: Evaluation sciences et technologie CM2. Livret de l'élève, de l'enseignant, résultats et analyses 2005

Short Title: Evaluation sciences et technologie CM2. Livret de l'élève, de l'enseignant, résultats et analyses 2005



Keywords: Formative assessment, report, France

Abstract: Fourth edition of the assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine-Saint Denis department carried out on 2005. The assessment of scientific skills and knowledge of CM2 pupils (10-11 years old) from Seine Saint Denis department was demanded by the Academy Inspector to the pedagogical commission of science and technology created on 2001. The aim was to obtain a panorama of the reality of pupils' knowledge, two years after the publication of the Plan of Renovation of science and technology teaching at primary school. Assessment was carried out on May 2005, on whole classes (CM2: 10-11 years old pupils) of the department which represents nearly 19380 pupils. Tests intended to measure the impact of training activities, of coaching of the various devices aiming at encouraging the practice of scientific activities in the classes, and taking into account the application of the national and departmental orientations. The evaluation was carried out by measuring knowledge acquired by pupils.

URL: Pupil's booklet:

http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Livret%20eleve%20cm2%20oct%202005.pdf

Teacher's booklet:



http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/eval%20cm2/Livret%20prof%20cm2%20oct%202005.pdf

Analysis and results:



http://www.ac-creteil.fr/ia93/Pedagogie/Sciences/pdf/resultats%20eval/Resultats%20eval%20sciences%20cm2%20oct%202005%20pour%20web%20ia.pdf

Reference Type: Manuscript

Record Number: 79

Author: National Council for Curriculum and Assessment

Year: 2004

Title: ASSESSMENT IN PRIMARY SCHOOLS

Collection Title Draft document

City: Ireland

Short Title: ASSESSMENT IN PRIMARY SCHOOLS

Keywords: Assessment, curriculum, primary school

Abstract: Assessment is integral to teaching and learning. Assessment relates to all aspects of the curriculum and encompasses the cognitive and affective domains. There is a variety of assessment modes, each of which is appropriate in particular circumstances. Assessment can play a critical role in the early identification of learning difficulties. Schools should implement procedures both at school and classroom levels for recording and reporting assessment outcomes. It is important for teachers to recognise the technical qualities of different assessment instruments. Teachers need support in the implementation of assessments, and in the recording and reporting of assessment outcomes.

Notes: Assessment is integral to teaching and learning. In the broadest sense assessment is concerned with children’s progress and achievement. More specifically, classroom assessment may be defined as the process of gathering, recording, interpreting, using and communicating information about a child’s progress and achievement during the development of knowledge, concepts, skills and attitudes. Assessment, therefore, involves much more than testing. It is an ongoing process that encompasses many formal and informal activities designed to monitor and improve teaching and learning in all areas of the curriculum.

There is a variety of assessment modes, each of which is appropriate in particular circumstances (functions).

Assessment for learning involves an ongoing process of recognising and responding to the child’s learning in order to enhance his/her development. For the teacher, this process involves engaging children in their own learning by providing rich feedback, using effective questioning, and engaging children in peer and self-assessment. The goal of assessment for learning is to enable learners to further their own learning.

Assessment for learning includes that function of assessment known as formative assessment, but is wider in scope since it would also include diagnostic assessment and evaluative assessment. Based on evaluative information, the teacher can make decisions regarding the sequencing of content and the choice of appropriate teaching approaches and methodologies.

Assessment of learning: The assessment information the teacher gains from the various modes of assessment

will be relevant to both assessment of learning and assessment for learning. Similarly, records of assessment the teacher makes for the purposes of assessment for learning will also be used in assessment of learning. However, the two differ essentially in the purposes for which assessment is used. In recording assessment information for the

purposes of assessment for learning, the teacher’s focus is on using the assessment information gathered to provide ongoing feedback to the child and to plan learning experiences which meet his/her learning needs.

Assessment information in relation to assessment of learning will, on the other hand, constitute a record of the child’s progress and attainment

This is a very good paper including very good definitions of assessment of learning and assessment for learning even if not directly applied to science evaluation (within the Irish context)

(written by P. Lucas)



Research Notes: No trabaja específicamente el tema de ciencias, pero introduce una taxonomía interesante.

URL: http://www.ncca.ie/uploadedfiles/Publications/AssessPrim.pdf

Reference Type: Electronic Book

Record Number: 82

Author: NSESSI, National Science Education Standards on Scientific Inquiry; Council, National Research

Year: 2000

Title:Inquiry and the National Science Education Standards: A Guide for Teaching and Learning

ISBN: 0-309-06476-7

Keywords: Classroom Assessment and Inquiry, teachers training, inquiry based science teaching, abilities

Abstract: Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.

URL: http://darwin.nap.edu/html/inquiry_addendum/

http://www.nap.edu.



Reference Type: Journal Article

Record Number: 85

Author: Pell, Tony; Jarvis, Tina

Year: 2001

Title: Developing attitude to science scales for use with children of ages from five to eleven years

Journal: International Journal of Science Education

Volume: 23

Issue: 8

Pages: 847-862

Short Title: Developing attitude to science scales for use with children of ages from five to eleven years

Keywords: summative assessment, children, socila context, science enthousiasm, difficult subject

Abstract: This paper reports on the development stages of three attitudes to science and school scales for use with children aged from 5-11 years. The investigation is part of a project intended to improve pupil achievement in science in 16 schools in an English city. The base-line performance of the attitude scales with over 800 pupils is reported. Attitude sub-scales measure 'liking school', 'independent investigator', 'science enthusiasm', the 'social context' of science, and 'science as a difficult subject' with Cronbach Alpha reliabilities for the year groups varying from above 0.8 to below 0.7. For the sample, both boys' and girls' enthusiasm for science declines progressively with age alongside a similar decline in their perception that science is difficult.

Reference Type: Report

Record Number: 90

Author: Primo, Maria Araceli Ruiz; Li, Min; Shavelson, Richard

Year: 2002

Title: Looking Into Students Science Notebooks: What Do Teachers Do With Them ?

Institution: Center for the study of evaluation, National center for research on Evaluation, UCLA

Pages: 31

Date: April 2002

Type: CSE technical report
Short Title: Looking Into Students Science Notebooks: What Do Teachers Do With Them ?

Report Number: 562

Keywords: science notebook, assessment tool, performances, 5th grade, teacher's feedback

Abstract: We propose the use of students' science notebooks as one possible unobtrusive method for examining some aspects of teaching quality. We used students' science notebooks to examine the nature of instructional activities they encountered in their science classes, the nature of their teachers' feedback, and how these two aspects of teaching were correlated with students' achievement. We examined the characteristics of students' science notebooks from 10 fifth-grade classrooms. Six students' notebooks in each classroom were randomly selected. Each entry of each student's science notebook was analyzed according to the characteristics of the activity, quality of student's performance as reflected by the notebook entry, and the teacher feedback in the notebook. Results indicated that (a) raters can consistently classify notebook entries despite the diversity of the forms of communication (written, schematic or pictorial). They can also consistently score the quality of a student's communication, conceptual and procedural understanding, and the quality of a teacher's feedback to the student. (b) The intellectual demands of the tasks required by the teachers were, in general, low. Teachers tended to ask students to record the results of an experiment or to copy definitions. (c) Low student performance scores across two curriculum units revealed that students' communication skills and understanding were far from the maximum score and did not improve over the course of instruction during the school year. And (d) teachers provided little, if any, feedback. Only 4 of the 10 teachers provided any feedback to students' notebook entries, and when feedback was provided, comments took the form of a grade, checkmark, or a code phrase. We concluded that the benefits of science notebooks as a learning tool for students and as a source of information for teachers were not exploited in the science classrooms studied.

URL: http://www.cse.ucla.edu/Reports/TR562.pdf

Reference Type: Journal Article

Record Number: 93

Author: Quintanilla, G.; Packard, T.

Year: 2002

Title: A participatory evaluation of an inner-city science enrichment program

Journal: Evaluation and Program Planning

Volume: 25

Issue: 1

Pages: 15-22

Short Title: A participatory evaluation of an inner-city science enrichment program
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