Science Competence Assessment at Middle School: Teacher's Perception and Practice
Main Article Content
Abstract
Science competence is one of the most vital learning outcomes of natural science subjects in general education. The research presents a guideline to develop assessment criteria/toolkits following the science competence components containing science awareness, science inquiry and scientific problem-solving. A topic titled "how to classify mixtures and separate the mixture" in natural science six is presented to illustrate the guideline. A deep interview method was applied with thirteen natural science teachers to gather information about teachers' perceptions and practices in teaching and assessing activities to support students in enhancing their science competence. Feedback from teachers about the proposed guidelines was also collected. The research results created a picture of implementing natural science subjects in secondary schools with information about the challenges and needs of teachers to improve the issues. This paper is expected to provide teachers with valuable tools in the innovation phase toward competence-based teaching and assessment.
Keywords:
Science competence, natural sciences, middle school, assessment, challenging.
References
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[2] V. P. Lien, L. T. Hung, N. T. P. Vy, The Development of a Scientific Inquiry Competence Scale for Students in Grade 6, Presented at the 1st International Conference on Assessment and Measurement in Education, 2020.
[3] J. A. Self, M. Evans, T. Jun, D. Southee, Interdisciplinary: Challenges and Opportunities for Design Education, International Journal of Technology and Design Education, Vol. 29, 2019, pp. 843-876.
[4] D. J. Shernoff, S. Sinha, D. M. Bressler, L. Ginsburg, Assessing Teacher Education and Professional Development Needs for the Implementation of Integrated Approaches to STEM Education, International Journal of STEM Education, Vol. 4, 2017, pp. 1-16.
[5] H. H. Wang, T. J. Moore, G. H. Roehrig, M. S. Park, STEM Integration: Teacher Perceptions and Practice, Journal of Pre-college Engineering Education Research (J-PEER), Vol. 1, No. 2, 2011, pp. 2.
[6] Y. M. Wang, Student Teachers' Perception and Practice of the Teachers' Role When Teaching with Computers, Journal of Educational Computing Research, Vol. 24, No. 4, 2001, pp. 419-434.
[7] G. J. Harfitt, Class Size and Language Learning in Hong Kong: The Students' Perspective, Educational Research, Vol. 54, No. 3, 2012, pp. 331-342.
[8] G. G. Karp, M. L. Woods, Preservice Teachers' Perceptions about Assessment and its Implementation, Journal of Teaching in Physical Education, Vol. 27, No. 3, 2008, pp. 327-346.
[9] W. J. S. Banda, Classroom Assessment in Malawi: Teachers' Perceptions and Practices in Mathematics, Virginia Polytechnic Institute and State University, 2005.
[10] S. M. Bonner, Teachers' Perceptions about Assessment: Competing Narratives, Handbook of Human and Social Conditions in Assessment, 2016, pp. 21-39.
[11] L. T. Hung, L. T. H. Ha, N. T. P. Vy, Assessment for Learning: Perspectives, Beliefs and Practice of School Teachers in Vietnam, VNU Journal of Science: Education Research, Vol. 38, No. 2, 2022, pp. 61-72, https://doi.org/10.25073/2588-1159/vnuer.4638.
[12] Vietnam National General Curriculum, 2018.
[13] J. Dolin, Competence in Science, in Encyclopedia of Science Education, R. Gunstone, Ed. Dordrecht: Springer Netherlands, 2015, pp. 185-188.
[14] OECD, PISA 2018 Science Framework, 2019.
[15] C. Chappell, A. Gonczi, P. Hager, Competency-based Education in Understanding Adult Education and Training, Edited by Griff Foley, South Wind Productions: Singapoure, 2000.
[16] C. V. D. Vleuten, D. Sluijsmans, D. J. T. Brinke, Competence Assessment as Learner Support in Education, in Competence-based Vocational and Professional Education: Springer, 2017, pp. 607-630.
[17] D. Leutner, J. Fleischer, J. Grünkorn, E. Klieme, Competence Assessment in Education: Research, Models and Instruments, Springer, 2017.
[18] C. Y. Kuo, H. K. Wu, T. H. Jen, Y. S. Hsu, Development and Validation of a Multimedia-based Assessment of Scientific Inquiry Abilities, International Journal of Science Education, Vol. 37, No. 14, 2015, pp. 2326-2357.
[19] E. E. Prather, S. Cormier, C. S. Wallace, C. Lintott, M. J. Raddick, A. Smith, Measuring the Conceptual Understandings of Citizen Scientists Participating in Zooniverse Projects: A First Approach, Astronomy Education Review, Vol. 12, No. 1, 2013, https://doi.org/10.3847/AER2013002.
[20] L. T. Hung, N. T. P. Vy, Proposing 6-grade Students' Science Competence Framework in New General Natural Science Curriculum, Journal of Education, No. 483, 2021, p. 44 (Vietnamese).
[21] V. P. Lien, N. T. P. Vy, L. T. Hung, Applying the 5E Model in Teaching to Enhance Students' Science Competence, in Conference on Multidisciplinary Research (MyRes), 2022, p. 148.
[22] L. T. Hung, V. P. Lien, N. T. P. Vy, Assessment Students' Science Competence in Teaching Science 6, Vietnam National University Publishing, ISBN: 978-064-324-456-4, 2021
(in Vietnamese).
[23] Y. C. Chen, H. K. Wu, C. T. Hsin, Science Teaching in Kindergartens: Factors Associated with Teachers' Self-efficacy and Outcome Expectations for Integrating Science into Teaching, International Journal of Science Education, 2022, pp. 1-22.
[24] J. M. S. Desouza, W. J. Boone, O. Yilmaz, A Study of Science Teaching Self‐efficacy and Outcome Expectancy Beliefs of Teachers in India, Science Education, Vol. 88, No. 6, 2004, pp. 837-854.
[25] L. Jiang, N. Zang, N. Zhou, H. Cao, English Teachers' Intention to use Flipped Teaching: Interrelationships with Needs Satisfaction, Motivation, Self-efficacy, Belief, and Support, Computer Assisted Language Learning, 2021, pp. 1-30.
[26] D. J. Shernoff, S. Sinha, D. M. Bressler, L. Ginsburg, Assessing Teacher Education and Professional Development Needs for the Implementation of Integrated Approaches to STEM Education, International Journal of STEM Education, Vol. 4, No. 1, 2017, pp. 1-16.
[27] T. Altun, INSET (In-service Education and Training) and Professional Development of Teachers: A Comparison of British and Turkish Cases, Online Submission, 2011.
[28] M. Borrego, C. Henderson, Increasing the use of Evidence‐based Teaching in STEM Higher Education: A Comparison of Eight Change Strategies, Journal of Engineering Education, Vol. 103, No. 2, 2014, pp. 220-252.
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