Hodnotenie zručností v bádateľsky orientovanej výučbe biológie

Ivana Slepáková; Katarína Kimáková

doi:10.14712/18047106.138

Vol. 6 No. 1 (2015): sciED Proposals for teaching innovations based on research results

Assessment of Skills in Inquiry Based Biology Education

Ivana Slepáková, ¹ Katarína Kimáková, ¹

Prírodovedecká fakulta UPJŠ v Košiciach

DOI: https://doi.org/10.14712/18047106.138

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Slepáková, I., & Kimáková, K. (2015). Assessment of Skills in Inquiry Based Biology Education. Scientia in Educatione, 6(1), 133-143. https://doi.org/10.14712/18047106.138

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Abstract

International project FP7 ESTABLISH was focused on the development of methodological materials for wider use of inquiry based education (IBSE – Inquiry Based Science Education). Eleven partners participated in the creation and implementation of these materials in teaching. In Slovakia, the pilot project involved 40 teachers of biology, chemistry and physics at lower and higher secondary schools. It transpired that the teachers felt loss of control over teaching IBSE because they did not know how to identify and assess the development of pupils’ inquiry skills. There is a lack of appropriate instruments, which could help teachers in this process. The preparation of assessment tools of inquiry skills in IBSE is done within project SAILS FP7. Teachers who trial IBSE in practice participate in preparatory training focused on assessment. The creation of methods in SAILS project is based on their practical experience. The paper presents a concrete example of the assessment tool created on the basis of case studies of science teaching practise. Case studies of SAILS project contribute to shaping a more general procedure of formative and also
summative assessment of pupils’ inquiry. The first step is the selection of a particular skill the teacher wants to assess and also the definition of the essential foundation, which is further developed, consolidated and expanded. The teacher provides continuous feedback to the pupil in a dialogue about how his/her skills develop and what he/she should work
on. The basis for summative assessment of the pupil represents the highest level of the skills he/she achieved during the assessment period.

References

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[1] Chin, Ch. & Chia, L. (2005). Problem-Based Learning: Using Ill-Structured Problems in Biology. Project WorkWiley InterScience. Dostupné z http://www.interscience.wiley.com Search in Google Scholar

[2] Chmurová, J. & Juricová, I. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania v praxi (470–477). Prešov: MVEK. Search in Google Scholar

[3] Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8(3 & 4), 391–450. Search in Google Scholar

[4] Erdogan, T. & Senemoglu, N. (2014). Problem-based Learning in Teacher Education: Its Promises and Challenges. Procedia – Social and Behavioral Sciences, 116, 459–463. Search in Google Scholar

[5] Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343–357. Search in Google Scholar

[6] Harlen, W. (2013). Assessment & Inquiry-Based. Science Education: Issues in Policy and Practice. Global Network of Science Academies (IAP) Science Education Programme. Search in Google Scholar

[7] Held, Ľ., Žoldošová, K., Orolínová, M., Juricová, I. & Ktuľáková, K. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania. Trnava: Trnavská Univerzita v Trnave. Search in Google Scholar

[8] Hung, P. H., Lin, Y. F., & Hwang, G. J. (2010). Formative Assessment Design for PDA Integrated Ecology Observation. Educational Technology & Society, 13 (3), 33–42. Search in Google Scholar

[9] Introduction to Formative Assessment, (2006). In Assessing for Learning Facilitator’s Guide. Exploratorium. Dostupné z Search in Google Scholar

[10] http://www.exploratorium.edu/ifi/workshops/assessing/one/guide.html

[11] Olson, S. & Loucks-Horsley, S. (Eds.). (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Research Council. Search in Google Scholar

[12] Kimáková, K., Lešková, A. & Slepáková, I. (2014). Formatívne hodnotenie vo výučbe biológie založenej na bádaní. Príspevok prezentovaný na medzinárodnej vedeckej konferencii Výchova a vzdelávanie 2014: Kontexty vzdelávania a výchovy v súčasnej perspektíve, Košice. Search in Google Scholar

[13] Llewellyn, D. (2009). Facilitator’s guide: inquire within, second edition: implementing inquiry-based science standards in grades 3–8. Thousand Oaks, CA: Corwin Press. Search in Google Scholar

[14] Minstrell, J. & van Zee, E. H. (2000). Inquiry into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science. Search in Google Scholar

[15] Papáček, M. (Ed.). (2010). Didaktika biologie v Česke republice 2010 a badatelsky orientované vyučováni (DiBi 2010). Sborník přispěvků semináře, 25. a 26. března 2010, Pedagogická fakulta Jihočeské univerzity v Českých Budějovicích. Dostupné z http://www.pf.jcu.cz/stru/katedry/bi/DiBi2010.pdf Search in Google Scholar

[16] Schmidt, H. G. (1983). Problem based learning: rationale and description. Medical Education, 17, 11–16. Search in Google Scholar

[17] Stobart, G. (2008). Testing Times. The uses and abuses of assessment. London: Routledge. Search in Google Scholar

[18] Šiškovič, M. & Toman, J. (2014). PISA 2012: výsledky Slovenska v kocke. Inštitút vzdelávacej politiky. Ministerstvo školstva, vedy, výskumu a športu SR. Dostupné z https://www.minedu.sk/data/att/6077.pdf Search in Google Scholar

[19] Wenning, C. J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. Journal of physics teacher education, 2(3), 3–12. Search in Google Scholar

Scientia in educatione

Assessment of Skills in Inquiry Based Biology Education

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