Assessing inquiry skill as a component of scientific literacy

Author: Carl J.Wenning

Summarized and presented by:

Hagos Aregay

Date 18/01/2011

Purpose of the author

The purpose of the author is to develop

operationally defined standards that can be

used to assess students knowledge and skill

associated with scientific inquiry

An overview

The terms of scientific literacy and inquiry

According to the national education standard (NRC, 1996)

Scientifically literate person possess:

science as an inquiry

Science content

Science and technology

Social science in personal and social practice

History and nature of science

Unifying concepts and process

Definition of scientific inquiry

Based on the natural science education standard, “Scientific inquiry refers the diverse way in which scientist study the natural world and proposed explanation based on the evidence derived from their work. Inquiry also refers to the activity of students in which they develop knowledge and understanding of scientific idea, as well as an understanding of how scientist study the natural world” (NRC,1996, p.23)

Operational definition and a frame work for teaching Scientific Inquiry Skill

Inquiry- base learning is a dynamic process:

formulation, testing, reinforcement, revision or rejection

of metal model takes place.

Thus, the Author provides a list of operationally

defined standard that suit for inquiry learning ( design

for high school) Reference 1.doc

Cont.

More over, the author specify the levels of inquiry spectrum as:

The inquiry level differ one from another: locus of control of teacher decreases from right to left Intellectual sophistication increases from right to left

Discovery learning

Interactive demonstration

Inquiry lesson

Guided inquiry labs

Bounded inquiry labs

Free inquiry labs

Pure/applied hypothetical inquiry

Low Intellectual sophistication High

Teacher Locus of control student

Question/problem source

procedure

Discovery Teacher identifies problem to be researched

guided by teacher to reach a certain conclusion

Interactive demonstration

Teacher identifies problem to be researched

Teacher control the instrument, but with elegant probe of students’ prior knowledge

Inquiry lesson Teacher identifies problem to be researched

guided by teacher to reach a certain conclusion

Guided inquiry Teacher identifies problem to be researched

Guided by multiple teacher-identified question extensive pre-lab orientation

Bounded inquiry Teacher identifies problem to be researched

Guided by single teacher-identified question partial pre-lab orientation

Free inquiry students identify problem to be researched

Guided by single student-identified question no pre-lab orientation

Reference: http://www.dlsu.edu.ph, Author is same: Carl J. Wenning, (2004)

Scientific Inquiry literacy test (ScInqLiT)

The proposed frame work is reviewed by several

physics teacher, scientist, educators and provided

reasonable assurance of content validity.

pilot test was administered.

Based on the result obtained adjustment was made.

Then, it was expected the finalized version has

increased validity & reliability

Limitation:

The scientific inquiry literacy test is a paper and pencil test. As

such, it is limited to authentically assess student ability.

Actually , it can be considered as an indicator

The author call for further research to accommodate students’

actual performance

Importance

If the goal of scientific education is to attain scientific literacy,

some mechanism is important to deal with i.e ( ScInqLiT).

Thus, the a scientific literacy assessment instrument has a

great impact in curriculum design, development and

instructional practice, informed decision making and program

evaluation

Conclusion

The whole purpose of the article is that:

Identifying weakness in students understanding

Improving instructional practice

Determining program effectiveness in relation to

teaching scientific inquiry skill.

Cont.

Thank you