Assessing Students’ Understanding of Control of Variables across Three Grade Levels and Gender
Notice bibliographique
Résumé
<p class="apa">Research studies that deal with student ability to investigate and carry out inquiry oriented investigations often call for educational practitioners to pay particular attention to incorporating the skills of scientific inquiry in the process of teaching and learning. This has the aim of helping learners acquire the skills needed to become problem solvers and independent thinkers. One aspect of the inquiry practice that is directly related to student ability to carry out scientific investigations is the ability to handle and control experimental variables. This skill is commonly known as ‘control of variables ability’. Control of variables, as a process skill, has been widely regarded as an important ability in scientific investigations. The purpose of this study, therefore, was to assess how well students across educational grade levels develop this important process skill. Specifically, this study was designed to assess the understanding of the control of variables of selected sample of science students from grades 8, 10, and 12 and to compare these students in relation to the development of this ability across grade levels. Using an assessment framework developed and used by the American Association for the Advancement of Science (AAAS), 128 science students were tested to assess their understanding of ideas pertaining to control of variables as a fundamental integrated process skill. The findings revealed that students across grade levels exhibited alternative conceptions of key ideas related to control of variables as a fundamental ability such as testing hypotheses, selecting the appropriate experimental setup, handling more than two variables, and providing valid explanations to the expected outcomes of an experimental setup. These findings suggested that much work is needed to improve student ability to handle and control experimental variables particularly in the context of UAE Curriculum and recent educational reforms that stress the need for better preparation of students to meet the challenges of today’s changing societies. The findings have also highlighted that such a need for better preparation of students for the future scientific inquiries requires new curricula and teaching approaches that respond to and focus on not only learning essential scientific content but also on acquiring advanced transferable abilities related to scientific inquiry and logical reasoning skills that can be used to solve societal problems.</p>
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».