2nd Sem FT EED SCI 2 Science Module

BACHELOR OF ELEMENTARY EDUCATION
SCIENCE
TSU VMGO
VISION Tarlac State University is envisioned to be a premier university in Asia and

the Pacific.
MISSION Tarlac State University commits to promote and sustain the offering of
quality and programs in higher and advanced education ensuring
equitable access to education for people empowerment, professional
development, and global competitiveness.
Towards this end, TSU shall:
1. Provide high quality instruction trough qualified, competent
and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research
undertakings in the fields of technology and sciences and
strengthening collaboration with local and international
institutions.
Be a champion in community development by strengthening partnership with
public and private organizations and individuals.
CORE VALUES The six(6) core values institutionalize as a way of life of the
university community are:
E – xcellence and Enhanced Competence

Q – uality
U – nity
I – ntegrity and Involvement
T – rust in God, Transparency and True Commitment
Y – earning for Global Competitiveness
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Contents 3
RATIONALE
INSTRUCTION TO THE USERS 4
CHAPTER VI 5
8
Preparatory Activities
• Lesson 1. Approaches to teaching science 10
Assessment 18
Evaluation 20
CHAPTER VII 22
24
• Lesson 1. Instructional Materials Development for: 27
Elementary Science Education and Technology in Elementary
Science Education
Assessment 29
Evaluation 31
CHAPTER VIII 33
35
• Lesson 1. Strategies for Successful Science Activities: 38
Process-oriented, Problem-based, Inquiry-based Animals and
Plants in the Classroom Outdoor classrooms.
Others based on students’ research
Assessment 45
47
Evaluation
CHAPTER IX 49
51
• Lesson 1. Assessment: 54
Assessment of process skills, Assessment of inquiry
Assessment of attitude, Assessment of content
Authentic Assessment Techniques:

Interviewing, Journals, Portfolios, Others
Assessment 66
Evaluation 68
CHAPTER X
• Lesson 1: Synthesis and Application of Key concepts and principles
Assessment
Evaluation
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This module was constructed to attain the highest quality of learning process despite the
hindrances we are currently facing because of the new normal. This module will serve as a guide
during the distance learning of each learner where it contains concise and reliable information
that is beneficial both for the educator and the students. It provides flexible method of knowledge
acquisition, suitable for all the learners with different status in life.
EEd SCI 2 provides us the assurance that by the end of this semester, the learners will be
fully equipped with all the necessary skills and techniques they need to conduct a meaningful
teaching and learning process in the field of Science teaching which focuses on Physics, Earth
and Space Science in the Intermediate level.
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INSTRUCTION TO THE USERS
These steps will help the students to use their instructional module
systematically and it will help them to avoid any confusion with the
sequence of the material.
Preparatory
Pre-test Activities
Developmental
Activities Apply
Evaluate Agreement
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COURSE EEd Teaching Science in Intermediate Grades : Physics, Earth
and Space Science
DEVELOPER AND THEIR
BACKGROUND DR. MELLANY G. MASANGKAY
Chairperson, BEED
mgmasangkay@tsu.edu.ph
MS. Ellaine RAIZA V. MALLARI

Fculty Member, BEED PROGRAM
ervmallari@tsu.edu.ph
COURSE DESCRIPTION This course includes understanding of spiraling basic science concepts
and application of science inquiry in Physics and Earth and Space,
strategies in teaching elementary science, development of instructional
materials and assessment. Content topics in Physics include Force and
Motion, and Energy while Earth and Space Science include Geology,
Meteorology, and Astronomy. Ultimately, the pre-service teachers will
be equipped with the pedagogical content knowledge in science as well
as skills in instructional materials development and knowledge of the
design, selection, organization and use of appropriate assessment
strategies for the intermediate elementary grades (4-6).
COURSE OUTLINE Chapter I: Review of the Nature, Goals, and Processes of Science
Chapter II: Domains of learning Science
Chapter III: Basic Concepts and Principles for the Elementary
Science Education Program: Physics includes Force and Motion, and
Energy.
Chapter IV: Basic Concepts and Principles for the Elementary
Science Education Program: Earth and Space Science includes
Geology, Meteorology, and Astronomy.
Chapter V: Approaches to teaching science
Chapter VI: Approaches to teaching science
Chapter VII: Instructional Materials Development for Elementary
Science Education and Technology in Elementary Science
Education.
Chapter VIII: Strategies for Successful Science Activities.
Chapter IX: Assessment
Chapter X:Synthesis and Application of Key concepts and principles.
TITLE
Approaches to teaching science
LEARNING OBJECTIVES 1.Demonstrate content knowledge of science for elementary

grades including its nature, content, conceptual framework,
domains of learning, pedagogical approaches, and research-
based knowledge and principles of teaching and learning the
subject.
2.Demonstrate pedagogical content knowledge that promotes
scientific, technological and environmental literacies.
3.Select, develop and use varied teaching and learning resources,
including ICT, in teaching science.
4.Design, select, organize and use appropriate and varied
learning processes and assessment strategies consistent with the
curriculum requirements.
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INQUIRY APPROACH
How to Use this Approach?

Select a topic, say 'construction of an electric bulb'. Think of some event regarding the
topic, which may puzzle the children, like 'blowing up the electric bulb'. Children will
inquire when they get puzzled, and will ask you some question. Answer the children's
question in 'Yes' or 'No'. Continue this interaction between you and the children till the
children begin to formulate hypotheses about what happened when the electric bulb
blew up. Encourage and motivate children to verify their hypotheses. Let them search
through some reference material and let them do little experiments.
Advantages and Disadvantages

Advantages
- Children are proactive and work under the guidance of their teacher.
- They learn to formulate hypotheses, and to verify the hypotheses.
- They trained to learn on their own.
Disadvantages
- This method is slow and time consuming.
- Not suitable for the children of all age groups.
- Require practice for teachers to teach science by this approach.
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PROBLEM-SOLVING APPROACH
How to Use this Approach?
Select a topic, say 'condensation'. Do not tell the children, what condensation is? Take a glass tumbler.
Wipe outer and inner surfaces with a dry and clean piece of cloth. Now, fill the glass tumbler with. ice
cubes. Wait for some time, till some water droplets are visible on the outer surface of the glass. Ask the
children, from where does these water droplets have come. This is the problem. The children will come
out with different hypotheses like: -
1. A glass tumbler may have small pores as in some earthen vessels
2. Water has spilt out from the top of glass tumbler,
3. Air has water vapor. When this vapor touches the cold glass surface, it becomes
cool and changes into water droplets.
Then, children may do experiments to test which hypotheses is right. For Eg. heat water in a kettle, till it
boils, and steam starts coming out. Bring the glass tumbler close to the steam. When the steam strikes
the outer cold surface of the glass tumbler, becomes cool and changes into water. With the help of this
experiment, children will find hypotheses is correct, and will conclude that water vapors on cooling,
condense, and change into water drops.

Advantages
1. Students do their own learning under the guidance of their teacher.
2. They learn to propose and structure problems.
3. They learn to collect varied pieces of information relevant to the problem from different sources.
4. They learn to formulate hypotheses.
5. They learn to test the hypotheses, and collect the evidence to prove or disprove the identified
hypotheses.
6. They learn to solve problems of their everyday life.
7. They are very closely familiar with various objects and phenomena around them, their applications and
relationships instead of having mere knowledge.
8. They establish a healthy and favorable relationship with their teachers and peers, and
9. They develop scientific attitude and scientific temper.
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Disadvantages
1. This approach is very slow, long and time consuming. Therefore, if we always use this approach, we
cannot complete the syllabus.
2. There is too much emphasis on practical work which may give a wrong concept of the nature and
philosophy of science in general. Learning science is a joyful process but too much practical work makes
it dull and routine type of affair:
3. Most of the teachers are perhaps not able to teach by this approach, as they have not experienced
practical teaching of science by this approach.
4. Not suitable for learning for all age groups.
Teacher Centered Approach and Child Centered Approach
Teacher Centered Approach

Advantages
When education is teacher-centered, the classroom remains orderly. Students are quiet, and you retain
full control of the classroom and its activities.
Because students learn on their own, they learn independence and make their own decisions.
Because you direct all classroom activities, you do not have to worry that students will miss an important
topic.
Disadvantages
When students work alone, they do not learn to collaborate with other students, and their communication
skills may suffer.
Teacher-centered instruction can be boring for students. Their minds may wander, and they may miss
important facts.
Teacher-centered instruction does not allow students to express themselves, ask questions, and direct
their own learning.
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Child Centered Approach
Advantages
Students learn important communicative and collaborative skills through group work.
Students learn to direct their own learning, ask questions, and complete tasks independently.
Students are more interested in learning activities when they can interact with one another and participate
actively.
Disadvantages
Because students are talking, classrooms may often be noisy or chaotic.
Teachers may have to attempt to manage all students’ activities at once, which can be difficult when
students are working on different stages of the same project.
Because the teacher does not always deliver instruction to all students at once, some students may miss
important facts.
Some students prefer to work alone, so group work can become problematic.
Making a decision
In recent years, more teachers have moved toward a student-centered approach. However, some
students maintain that teacher-centered education is the more effective strategy. In most cases, it is best
for teachers to use a combination of approaches to ensure that all student needs are met. You know your
classroom better than anyone, so decide what works best for you and your students.
DEMONSTRATION METHOD
How to Use this Method?
When using this method, the teacher (you) should keep in mind the following characteristics of a Good
Demonstration:
1. It should be clearly visible to all students, even to the back benchers.
2. Students should be fully involved.
3. If there are more than one demonstration in a lesson, it must be done in logical sequence.
4. In a demonstration only one idea should be taken at a time. Too many ideas in one demonstration may
confuse the students.
5. As far as possible result of the experimental demonstration should not be known to students.
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Advantages
1. There is a possibility of using more sophisticated apparatus, which generally students cannot handle
in Laboratory.
2. More difficult experiments may be undertaken.
3. More hazardous experiments may be attempted.
4. Expenses may be minimized compared to laboratory method.
5. There is a possibility of demonstrating manipulative and allied practical skills.
6. There is a possibility to draw attention of all the students of the class simultaneously.
7. It takes less time compared to laboratory and other innovative methods like inquiry approach, problem
solving approach, scientific method and project method.
8. This method is more efficient in way compared to laboratory method as a teacher is more competent
than students to handle apparatus.
9. All students can see the same operation and techniques simultaneously.
10. Teacher was able to explain each step and to ensure that all students see and interpret all the work
in the same manner.
Disadvantages
1. All students do not do the experiment with their own hands. It is a substitute for laboratory work
2. When the demonstration is complex or there are too many demonstrations in one lesson, students feel
difficulty in understanding the basic concepts, principles and skills.
3. Various details of the apparatus, significant reactions and other essential steps undertaken by the
teacher in drawing conclusions are not necessarily visible to all the students of the class equally well.
4. It deprives students of many of the advantages of laboratory method such as handling of the apparatus
and other materials as well as making their own interpretations.
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LABORATORY METHOD

The first step is to divide the students into groups, and make the laboratory time table in such a way that
each group get equal number to periods for practical work.
Whether, you have good laboratory facilities or poor, you will have to make some adaptations to make
your laboratory really fit for teaching science by laboratory method. So, the second step to use laboratory
method in teaching science, is to follow some guidelines to make this method feasible and successful,
like:
1. Equipment must be accessible to the students when needed

a) waiting time should be minimum.
b) material should be placed in such a manner that they can be easily found by
students.
2. There should never be shortage of equipment and material needed for practical work.

Advantages
1. Promotes learning by doing.
2. Provide opportunity to handle material by their own hands.
3. Learn to follow directions carefully.
4. Help to learn skills to performing experiments, recording observations and results,
summarizing data and drawing conclusions.
5. Provide opportunity for critical thinking, scientific attitude and scientific temper.
6. Provide opportunity for training in scientific method and investigatory science projects.
Disadvantages
1. More expensive as separate equipment is to be provided to each student.
2. Difficult to schedule in the school time table as double periods are to be provided in
groups.
3. More time consuming compared to Lecture-Cum-Demonstration method as students
are unskilled workers and are not as competent to handle apparatus as their teachers.
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PROJECT METHOD
In this method, a group of students select a problem in consultation which their teacher and formulate
their hypotheses. Then, through discussion and reading, they develop the plan of action and design their
type of equipment to carry out the experiments for testing the hypotheses, to reach the right conclusion,
Teacher's Role
As a teacher you should clearly know your role when your students learn science through
investigations.
1. When a group of students come to the teacher with their problem, he encourages them by suggesting
various books and sources relating to their problem. It is possible that the group of students may not find
the solution of their problem through the readings, however they will be able to find at least some
important information relating to their problem. The teacher encourages the students to do further
readings so that they will be familiar with all available information relating to their topic.
2. The teacher also motivates the group of students to consult competent people who could guide them
in their project, like scientists, college and university teachers, medical technicians, doctors or nurses
who may have practical knowledge related to their problem.
3. At every step of the investigation, the teacher guides and counsels the group of students and does not
give readymade answers to their questions. This is their investigation and they carry it out themselves. '
4. Investigatory projects are usually selected by the group of students, but occasionally they may be
assigned by the teacher. The teacher helps the students in selecting an investigatory project. It a group
of students is unable to select a problem, then the teacher assigns them one problem according to their
interest and capacity.

Advantages
1. It creates interest in science.
2. It develops understanding of various scientific concepts and generalizations.
3. It promotes curiosity and develops scientific temper, interest and appreciation.
4. It develops abstract and concrete scientific skills.
5. It develops scientific hobbies for the right use of leisure time later in life.
6. It develops self-confidence, co-operation, leadership and emotional stability.
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Disadvantages
1. This is the most difficult method as it requires more planning and effort for execution
for the teacher, if the educator is not trained, he/she can face problem in using this method.
2. It is very time consuming.
3. It needs proper coordination as different groups of students will be working on
different projects.
4. It requires more materials and equipment.
5. Not suitable for large classes.
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Read and analyze the following statements. Write true if the statement is correct
and write false if it is not.
1. Students learn important communicative and collaborative skills through group work.
_________________
2. When education is teacher-centered, the classroom remains chaotic.
_________________
3. When the demonstration is complex or there are too many demonstrations in one lesson,
students feel difficulty in understanding the basic concepts, principles and skills.
_________________
4. As a teacher you should clearly know your role when your students learn science through
investigations.
_________________
5. The first step is to divide the students into groups, and make the laboratory time table in such a
way that each group get equal number to periods for practical work.
_________________
6. When a group of students come to the teacher with their problem, he discourages them by
suggesting to finish the task without attaining the best quality for their output.
_________________
7. In a demonstration method, students should not be fully involved.

_________________
8. Teacher-centered instruction does not allow students to express themselves, ask questions, and
direct their own learning.
_________________
9. Project method is the most complex method as it requires more planning and effort for execution
for the teacher, if the educator is not trained, he/she can face problem in using this method.
________________
10. In a demonstration several ideas should be taken at the same time.
________________
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and Space Science
DEVELOPER AND THEIR
Chairperson, BEED

Energy.
Education.
TITLE
Instructional Materials Development for Elementary Science Education
and Technology in Elementary Science Education.
subject.
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Chapter VII: Instructional Materials Development for Elementary Science Education and
Technology in Elementary Science Education
INSTRUCTIONAL MATERIALS
Instructional materials for K-12 school science include textbooks, laboratory manuals, other books about
scientific matters, kits, software, CDs, and other multimedia materials, such as videos, that provide
equipment and materials for specific inquiry-based lessons. Not only are these materials a primary source
of classroom science learning, but because the professional development for teachers is often structured
around instructional materials, they also play a profound role in the education of teachers. Thus, to
achieve the learning goals of the Standards or Benchmarks, students and teachers must be provided
with instructional materials that reflect these standards. Moreover, teachers will be more likely to provide
the requisite classroom experiences if professional development programs provided by school systems
are grounded in standards-based instructional materials. For these reasons, the selection of instructional
materials that reflect the learning goals of the standards is a central issue.
Ultimately, teachers decide what to teach in the classroom, and many teachers — especially elementary
school teachers — base their lesson plans on the class textbook and on other instructional materials
rather than on the "intended" curriculum specified by official policies (Woodward and Elliott, 1990).
Procedures for Selecting Instructional Materials in Public Schools

There is a great deal of variation from region to region with respect to the policies, regulations, and
resources governing local K-12 education and the selection of instructional materials. Some states
mandate that state adoption guides, recommended lists, or state standards be considered; and political
issues sometimes affect the development and enforcement of state policies. Ultimately, however, the
local level is where the final decisions are made about which science instructional materials will make it
into the classroom.
Common Considerations in the Local Selection of Science Instructional Materials
• What is the budget for the review and selection process?

• From whom can the committee obtain current information about expenditures for such items as
instructional materials and professional development?
• What student performance and enrollment data are currently available? From whom can the
committee get additional data?
• Does the district have in place the facilities and systems to support a standards-based science
program?
• Who will be responsible for facilitating the instructional materials review and selection process?
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• Who will comprise the review and selection committee(s)? How will they be chosen?
• How will the review and selection committee members be prepared for their task?
• How will the review and selection committee(s) function? How will decisions be made? How and
by whom will the final recommendations be made?
• What will be the role of district administrators? What degree of influence will district personnel
have on the selection process?
• How will a list of vendors be generated?
• What materials and information will be solicited from the vendors?
• What other sources of information will be provided to the committee(s)?
• What are the district's standards or learning goals? Are they widely accepted and in use?
• Are the current instructional materials aligned to the standards? Are they being used?
INSTRUCTIONAL MATERIALS AND TEACHING
Instructional materials are a primary source of science learning in the nation's classrooms. In high schools
and middle schools, textbooks are essential supplements to the limited amount of material that can
reasonably be presented in the classroom time available to the teacher. Packaged instruments and
materials (kits) for laboratory and hands-on experiences are an enormous help to busy teachers at all
levels, K-12. The availability of excellent instructional materials is critical for elementary school teachers
who, in spite of minimal formal scientific education of their own, are called on to teach a range of scientific
concepts from chemistry to natural history, earth science, astronomy, and ecology. The closer
instructional materials adhere to the goals of state and national standards, the more likely the teacher is
to succeed in achieving those goals.
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Enumerate five considerations in the Local Selection of Science
Instructional Materials
1.
2.
3.
4.
5.
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and Space Science
DEVELOPER AND THEIR
Chairperson, BEED

Faculty Member, BEED PROGRAM
Energy.
Education.
Chapter X: Synthesis and Application of Key concepts and principles.
TITLE
Strategies for Successful Science Activities.

subject.
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Chapter VIII: I. Strategies for Successful Science Activities.
Science Strategies
This Considerations Packet focuses on strategies teachers can incorporate into their instruction to enhance student
learning in science. Students who manipulate scientific ideas using hands-on/minds-on strategies and activities
are more successful than peers who are taught by teachers relying primarily on lecture and the textbook (Lynch &
Zenchak, 2002). Effective science instruction capitalizes on questioning, offers opportunities for students to
integrate prior knowledge with new information and skills, and encourages reflection (Leonard, Gerace, &
Dufresne, 1999). Encouraging student inquiry in an environment where lab safety practices are followed results in
students developing research skills and thinking processes to be used in other problem-solving situations. While
science laboratories and flat tables are nice, science investigations can be conducted anywhere!
Strategies used successfully in other subject areas may also be appropriate when teaching science. A table at the
end of this packet highlights such strategies featured in other Considerations Packets. This Science Strategies
packet is divided into five strands focusing on: Organizing and Remembering Information in Science, Reading in
Science, Writing and Reflecting in Science, Learning Together in Science, and Investigating in Science.
Organizing and Remembering Information in Science

Mnemonics (Mastropieri & Scruggs, 1991)
This tool helps students in remembering items by using the first letter of each word to make a new word or sentence.
For example:
• ROY G. BIV for the colors in a rainbow (red, orange, yellow, green, blue, indigo, violet).
• Pat made fruit pies already. This is used for remembering the five kingdoms of living things (Protist,
Monera, Fungi, Plant, Animal).
Odd-one-out (Wellington & Osborne, 2001)

This strategy requires students to use what they know about a topic to identify the item that does not belong when
given a choice of items. This works well with items that can be classified, such as simple and complex machines,
organisms, chemicals, and renewable and nonrenewable resources.
1. Identify the concept or topic area.

2. Select several examples from that area.
3. Make a nonexample that does not fit.
4. Have a partner or group member tell which item does not belong and why.
Science Facts Triangle (Thier & Daviss, 2002)

This strategy divides information on a topic into three parts. By relating each section to the one above it, students
can expand their knowledge from a central idea. This information can be used as an advanced organizer in addition
to a study tool.
1. Draw a triangle and divide it into three sections.
2. Place the main idea in the top section.
3. Write key facts in the middle section.
4. Place supporting details in the bottom section.
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Mind Map (Buzan, 1991)
Mind mapping is a visual tool that helps students remember and associate key words and concepts.
1. Place a colored image in the center of a piece of a paper.

2. Branch the main ideas off the center image using a single word.
a. Print words on thick lines
b. Use additional colored images to stimulate the brain
3. Elaborate on the main ideas using thin lines connecting to the thick lines with a printed word above them.
NOTE Mind Mapping is one way to organize information. Other approaches include advanced organizers, Thinking Maps©,
and graphic organizers. Software programs such as Inspiration©, Kidspiration©, Thinking Maps©, and others may be used to
support students; they are provided merely as examples and their mention is not intended to be construed as an endorsement.
Reading in Science
DARTS: Directed Activity for Reading Texts (Wellington & Osborne, 2001)
This activity uses text or diagrams to focus students on finding specific information. Depending on the level
of the student, the teacher may want to include a word bank.
1. Select a reading passage and an accompanying diagram.

2. Remove the words in the text that correspond to the labels on the diagram.
3. Instruct the students to use the context clues in the passage to identify which label on the diagram belongs
in the blank.
Students could use the text to label the diagram as an alternative activity.
Guided Imagery (Thier & Daviss, 2002; Walker & Wilson, 1991)
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This strategy helps students relate abstract or unfamiliar scientific concepts to their own lives. Students could write
their own guided imagery passages after hearing it modeled and being instructed on the elements of “good guided
imagery” writing.
Teacher preparation:
1. Select a relatively short passage or a section of a longer one from the textbook, for example, nocturnal
animals.
2. Identify the key ideas and phrases in the textbook relating to the concept. Still using the nocturnal animals,
this could include the ideas that they have adapted to see in the dark, sleep during the day, and feed
during the night.
3. Develop an analogy that captures the ideas associated with the concept. Include sensory statements,
repeat key ideas, and remember to write in a statement so students know the experience is ending. For
example, the key idea is that nocturnal animals are active when people typically sleep.
The camp grew quiet as people climbed into their sleeping bags and turned off their flashlights. As the children
drifted off to sleep, they heard the forest, the trees and branches moving, the owls “hooing,” crickets were
chirping. Later that night, you wake up to go to the camp latrine (outdoor bathroom), you unzip your sleeping
bag and leave your tent with your flashlight in hand pointing down to the ground to light your path. You trip
over a tree root and your flashlight rolls a little in front of you. As you get up, you are startled to see two big
glowing eyes looking down at you. You rub your eyes and investigate the tree again and hear the owl call
“Hoo Hoo.” He looks around with those big eyes. Suddenly he takes off, his wings outstretched against the
bright moon. You do not know where he went probably to catch his dinner.
The teacher could also identify a selection from literature to use. For example, in a discussion on nocturnal
animals, the teacher may choose a book such as Owl Moon by Jane Yolen and illustrated by John Schoenherr.
Identify a key passage to use to describe what the young girl and her father experience as they seek the great
horned owl.
Instructional delivery:
4. Tell students that as the passage is being read, they are to imagine what they would see, smell, feel, and
hear.
5. Ask students to close their eyes and relax.
6. Read the passage.
7. Lead students in a discussion of what they “saw.”
Optional activity: Ask students to open their eyes and describe what they imagined to a neighbor, in their
science logs, or by sketching and writing a caption.
Reading Frames (Armbruster, 1991; Royce & Wiley, 1996)
This strategy assists students in recognizing essential information while reading science textbooks, books, articles,
or webpages. Provide students with a table with headings related to a selection of text and have them fill in the
details.
Organism Form(s) of Locomotion Warm Blooded or Cold Reproduction Example(s)

Blooded
Amphibians
Birds
Fish
Mammals
Reptiles
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Writing and Reflecting in Science
Issues, Evidence, and You (Thier & Daviss, 2002)

This approach encourages students to consider the implications of science knowledge, actions, and/or current
events. Working individually or in small groups, students read an article, brainstorm the issues, evidence, and
implications, and write an essay. The first paragraph frames the issue, the second paragraph provides the
statement of the facts. Evidence in the second paragraph should support the conclusions drawn. In the final
paragraph, students apply the information to their own lives, considering the implications for them.
Science Logs (Santa & Havens, 1991; Thier & Daviss, 2002)
This strategy can be used at any point in the lesson. Science logs encourage students to think about what they
know, what questions they have before the lesson, what they have learned, and what additional questions have
been generated after the lesson. Science logs are introduced as places where students will write about their
experiences in science, including their observations, questions, and insights.
• For reading selections: Have students write what they know about the topic before reading the
selection. Next, let students make another entry about what they remember from the reading.
Finally, at the end of the lesson, have students write what they learned. Let volunteers share
their entries and discuss questions that arise.
• For observation activities: Encourage students to write not only their observations, but the
questions they form as they examine the organism or phenomena.
• For science reports: Have students record the purpose, problem, hypothesis, materials,
procedures, and data from results along with their discussion and the conclusions. Encourage
students to modify their logs in another color of ink with additional information or changes based
on the class discussion of a lab.
Experimental Design Diagram (Cothron, Giese, & Rezba, 1989)

This diagram conveys the essential elements of a science experiment in a quick written format.
Title: The Effect of Temperature on Seed Germination

Hypothesis: Seeds placed over the heat duct will germinate the fastest.
IV: (independent variable/what is changed) Temperature
25◦C (Control) 15◦C 35◦C
Trial 1 5 10 5
Trial 2 6 9 4
Trial 3 7 12 3
Average 6 10.3 4
DV: (dependent variable/what is measured) Days
C: (constants/what stayed the same throughout the experiment) Type of seed, container, water source, time of day
observed, light level
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Learning Together in Science
STAD: Student Teams Achievement Division (Slavin, 1995)

In this strategy, students work together in four-person heterogeneous teams to support the learning of each of their
team members.
1. Assign students to teams.

2. Have team members work together on learning activities, and so on, to coach each other and ensure that
each has mastered the knowledge and skills from the lesson. They may compare answers, discuss
questions, and help each other on class work.
3. Give assessments such as quizzes and tests individually. Students earn their own grades. Based upon
their current individual performance compared to past performance, the team will get awarded with points
to form a team score. The team earns points if students meet or exceed previous performance. NOTE
High-performing students earn the maximum number of points if they maintain their performance as
grading scales “top out.”
Group Investigation (Lazarowitz, 1995)

In this cooperative learning approach, students are responsible for much of the decision-making process.
1. Form group investigation teams based on criteria such as student abilities, who they have not worked with
in the past, or random assignment (could have students draw playing cards students with the same card
work together).
2. Provide students with a focus area for determining a topic for investigation.
3. Have students plan how they will investigate the topic, including what materials they will need, people
they should interview, and activities they want to do.
4. Review the plans submitted/presented with the students and offer targeted feedback.
5. Monitor students as they work on the investigation.
6. Provide a forum for students to report on their findings.
FOSS: Full Option Science System (Jarrett, 1999)

In this cooperative learning strategy, mixed-ability students assume roles in a group to work on an activity together.
It is particularly useful in situations with limited materials and space, such as a lab.
All students are responsible for learning the material and participating in the activity.
1. Assign students to groups of four.

2. Explain the four roles to the students. One suggestion is to have a:
• reader who reads all the instructions or related selections;
• recorder who writes the group’s hypothesis, observations and findings, and conclusions;
• getter who gets items needed for the lab. This is the only person who can move about the room (e.g.,
to get water, throw away trash, collect and return supplies); and
• timer who ensures the group starts the activity, keeps track of how much time is left, times everything
in the experiment, and ensures the group finishes in the allotted time.
3. Inform students that the roles rotate each class period. One suggestion for managing this is to have
nametags listing the various “jobs.” Responsibilities for the jobs may be printed on the nametags as
reminders of the duties for each role. Students can sign the back of the nametag each time they assume
a role; everyone must try each job for one lesson before repeating.
4. Have students put on the nametags.
5. Tell students about the activity. Steps 1-4 become automatic when students are told to get into their
science groups with a little reinforcement.
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Investigating in Science
3-2-1 (Thier & Daviss, 2002)
This strategy assists students in discerning between an observation and an inference.
1. Provide an event for students to observe. Examples include:

• An organism such as a hatching chick or butterflies emerging from cocoons.
• A chemical reaction
• An unfamiliar substance such as “oobleck” made from cornstarch, water, food dye, and vanilla
that feels like a solid when struck, runs like a liquid, and dries into a powder when rubbed A
tropism
• A change in states of matter, for example, an ice cube being heated, becoming water, and then
evaporating as water vapor (gas)
2. Ask students what they saw, heard, and/or smelled.
3. Instruct students to infer what these observations mean.
4. Ask students what questions they have about the event.
Optional written format: Have students divide their paper into thirds to form the table shown below.
3 2 3
Observations I’ve Made Inferences Questions I have
4-Question Strategy (Cothron, Giese, & Rezba, 1989, p. 33)

This strategy encourages students to think about how an investigation could be designed based on what they know
and have available for experimentation. Once students have identified a question that they want answered, they
need to consider:
1. What materials are readily available for conducting experiments on __________?

2. How does ___________ act?
3. How can you change the set of __________ materials to affect the action?
4. How can you measure or describe the response of __________ to the change?
Students make additional decisions. For example, they decide on an item from Question #3 to be the independent
variable. This item must have multiple levels, such as varying amounts, different temperatures, or exposure times.
A control needs to be identified where nothing is manipulated as well as a dependent variable (Question #4) so
the experiment can be measured, timed, and so on. All items (constants) that are used are listed regardless of the
independent variable level. Next, students write the procedures for the experiment. Finally, students write a
hypothesis (what they think will happen). Before letting students conduct the experiment, the teacher must approve
the research plan.
Questioning to Engage Students in Inquiry (Carin & Bass, 1997)

This is just one of many questioning strategies in the literature. Its purpose is to encourage students to use what
they already know as the foundation for considering new information. The questioning strategy may be used to
encourage students to apply what they know about erosion to concerns of human impact on the environment.
This example is shown in bold. Engage
1. Ask questions of students to assess their prior knowledge (offers a starting point). How do people affect
the environment?
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2. Lead students in formulating questions about a topic or an event they experienced. Tell me about a time
when something you did impacted nature.
Explore
3. Inquire about what students have observed. Take a walking tour around the school grounds.
Explain
4. Encourage students to offer hypotheses, inferences, or ideas about why something happened.
Try to get them to use their own questions to lead them to explanations of the phenomena. Why does
erosion occur near the construction of the new playground?
Elaborate
5. Pose situations and ask students to apply what they know to solve the problem in a different setting.
Erosion due to construction, rivers, cutting down trees.
6. Suggest questions where students need to weigh the benefits and the risks of different courses of action
in particular situations. The Ecology Club is making a hiking trail on a hill in the park near the school.
What would be the best way to construct the trail?
Respond
7. Acknowledge and reinforce students with constructive feedback.
8. Clarify and compare responses, offering suggestions and corrections as needed.
9. Encourage students to probe deeper into the topic and strategize with them on how they can do this.
(Steps 7-9 are about encouraging student reflection in response to what they offer.) Discrepant
Event (Carin & Bass, 1997; Friedl & Koontz, 2001)
This approach engages students in asking, “Why,” to activate students’ thinking about a topic after they observe
something that does not seem possible based on their prior experiences.
1. Setup a discrepant event.

• Putting a can of diet soda and a can of regular soda in a tub of water results in one of the 12 oz.
cans sinking and the other floating (density)
• Adding 50 ml of rubbing alcohol and 50 ml of water together in a graduated cylinder and seeing
less than 100 ml (particle size)
2. Provide time for students to investigate the discrepancy between what they thought they knew and what
they observed.
3. Resolve the discrepancy by either student sharing what they discovered (optimal) or by asking leading
questions or simply providing the explanation.
Conclusion
Science is a way to understand the natural world. The nature of science encourages people to ask questions,
make hypotheses, test their understandings, and arrive at conclusions that often result in more questions. This
content area encourages students to work together just as professional scientists do (Hurd, 2001). Effective
teachers use instructional strategies to maximize their students’ learning experiences by:
• accommodating for students’ learning needs
• adapting the curriculum, emphasizing student understanding
• facilitating the inquiry process
• offering opportunities for students to engage in scientific dialogue
• creating a positive classroom climate built on respect and cooperation
• encouraging students to share in the responsibility to learn (Texley & Wild, 1996).
The strategies offered in this Considerations Packet foster student learning and capitalize on students’ desire to
interact with others and understand the world around them.
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Create a mnemonic about the different
strategies in teaching Science education.
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and Space Science
DEVELOPER AND THEIR
Chairperson, BEED

Energy.
Education.
TITLE
Assessment

subject.
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Assessment of Process Skills

1. Observing
This is the most basic skill in science. Observations are made by using the 5 senses. Good
observations are essential in learning the other science process skills.
Examples:
The learner will be blind folded and make observations using the sense of touch.
The learner will create observations about a coin using the 5 senses.
The learner will mix primary colors to create more colors.
2. Classifying
After making observations it is important to notice similarities, differences, and group objects
according to a purpose. It is important to create order to help comprehend the number of objects,
events, and living things in the world.
Examples:
The learner will use a magnet to classify objects as magnetic or nonmagnetic.
The learner will use a balance and sort objects according to mass.
The learner will combine different liquids with water to determine which is dense.
3. Measuring
Measuring is important in collecting, comparing, and interpreting data. It helps us classify and
communicate with others. The metric system should be used to help understand the scientific
world.
Examples:
The learner will find the mass of different liquids that have the same volume.
The learner will use technology to find the speed of a toy truck.
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The learner will measure the distance a marble travel.
4. Communicating
It is important to be able to share our experiences. This can be done with graphs, diagrams, maps,
and spoken word.
Examples:
The learner will create a line graph showing the relationship between speed and the mass of a
marble.
The learner will discuss possible errors with other classmates.
5. Inferring
An inference is an explanation based on an observation. It is a link between what is observed and

what is already known.
Examples:
The learner will write a conclusion at the end of each investigation.
The learner will create inferences about observations they made about a mystery object. I infer it
is solid rather than hollow.
6. Predicting
What do you think will happen? It is an educated guess based on good observations and
inferences about an observed event or prior knowledge.
Examples:
The learner will predict what is a box based on observations using the sense of touch.
The learner will write a hypothesis about the effect of increasing the salt on the buoyancy of an
egg.
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Assessment of inquiry
Forms of Assessment in Inquiry-Based Learning
FOR AS OF
• conducted before instruction • ongoing during instruction and • occurs at or near the
is given or prior to proceeding throughout the inquiry process end of a period of
to the next stage of the inquiry • educator models and supports learning (any stage of
process in order to determine students in learning to assess inquiry process or
what skills students already themselves and peers end of entire inquiry;
know and can do • used by students to: i.e., both process and
• helps educators plan for • provide feedback to product)
anticipated challenges other students (peer • used by the educator
• formative—frequent and assessment) to summarize student
ongoing assessment as • monitor their own learning at a given
students are learning inquiry progress towards point in time
process skills achieving their learning • used to make
• information is used by goals for inquiry judgements about the
educators to monitor students’ • to make adjustments in quality of student
progress towards achieving their learning learning on the basis
critical, creative, self- approaches of established
awareness, and adaptive skills • to reflect on their success criteria
during inquiry learning, and
• helps educators provide timely • to set individual goals
and specific descriptive for learning
feedback to students
Key Considerations for Assessing Inquiry

When planning assessment opportunities using an inquiry-based learning approach, educators should
consider the following concepts from Growing Success 3:
• Planning: Assessment should be planned at the same time as instruction, and it should be
integrated seamlessly into the learning cycle. Planned assessment should be used to inform
instruction, guide next steps, and help both educators and students monitor progress towards
achieving learning goals.
• Criteria: Established criteria for assessment and evaluation should be shared with students or
co-constructed with students prior to learning. Students’ work should be referenced for
assessment and evaluation purposes to established criteria, rather than by comparison with work
done by other students.
• Ongoing Assessment: Assessments should be ongoing throughout the learning cycle, varied in
nature, and administered over a period of time. Students should be provided with multiple
opportunities to demonstrate the full range of their learning throughout the class/course.
• Assessment in inquiry can be used:
• to inform instruction, guide next steps, and help students monitor their progress towards
achieving their learning goals
• to give and receive specific and timely descriptive feedback about student learning, and
• to help students to develop skills of peer assessment and self-assessment.
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When educators use a variety of sources of evidence the reliability and validity of the evaluation of student
learning is increased. To ensure valid and reliable assessment and evaluation, educators are encouraged
to collect evidence of student learning from a variety of sources (Figures 7 and 8), on an ongoing basis,
and in a variety of settings. Sources can include conversations, observations, and products, collectively
referred to as “triangulation of evidence” (Figure 7).
Figure 7: Triangulation of Evidence
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EXAMPLES BETWEEN PEERS, WITH EDUCATOR
Considerations Conversations can also include written evidence such as journals in which
educators can read what students have to say about their learning rather
than listening.
EXAMPLES ANECDOTAL NOTES, ASSESSMENT CHECKLISTS
Considerations Inquiry-based learning involves student collaboration. During times when

students are working in pairs or small groups, the educator listens to and
observes what students are saying and doing. The educator records
observations to help assess what the student knows and is able to do.
EXAMPLES STUDENT WORK, STUDENT THINKING RECORDED
Considerations Inquiry journals, blogs, and portfolios are sources of evidence that reveal
growth and progress of student learning over time.
“Documenting students’ questions can provide educators with information about a student’s
understanding of the content area at hand, as well as his or her level of critical thinking.” 5
Planning for Assessment

Assessment should be planned prior to beginning an inquiry. Educators can start by assessing what
students need to know and need to be able to do by the end of the inquiry. To further guide planning, the
following should be considered 6, 7:
• Deciding how to monitor and assess student progress on an ongoing basis
• Planning for monitoring and assessment of the expected learning from the curriculum throughout
the inquiry process
• Planning for assessment of the final product if applicable
• Planning for co-constructing success criteria with students when developing assessment tools
• Planning differentiated instruction as the need arises
• Planning self-assessment and peer feedback
• Planning for individual work as well as small group collaboration opportunities
Differentiated Instruction and Assessment

Educators who use a variety of oral, written or visual assessments throughout the inquiry process help
address the various learning styles of students. This approach can allow them to demonstrate their
learning and make their thinking visible according to their individual strengths.
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For any students who find it difficult to express their understanding through writing e.g., visual learners,
English language learners, educators can consider using illustrations and other visuals such as graphic
organizers to provide evidence of student learning. Sometimes what isn’t included in a students’
illustration can be an indicator of what the student may be overlooking or misunderstanding.
Inquiry-based learning can be approached independently, in pairs or small groups. Educators can
consider flexible groupings based on interest, topic/question or readiness in terms of inquiry skills.
Assessment of attitude
Attitude Measurement
Perhaps the most straightforward way of finding out about someone’s attitudes would be to ask them.
However, attitudes are related to self-image and social acceptance.
To preserve a positive self-image, people’s responses may be affected by social desirability. They may
not well talk about their true attitudes, but answer in a way that they feel socially acceptable.
Given this problem, various methods of measuring attitudes have been developed. However, all of them
have limitations. The different measures focus on different components of attitudes – cognitive, affective
and behavioral – and as we know, these components do not necessarily coincide.
Attitude measurement can be divided into two basic categories
• Direct Measurement (Likert and semantic differential)
• Indirect Measurement (projective techniques and the implicit association test)
Direct Attitude Measures

Semantic Differential
The semantic differential technique of Osgood et al. (1957) asks a person to rate an issue or topic on a
standard set of bipolar adjectives (i.e., with opposite meanings), each representing a seven-point scale.
To prepare a semantic differential scale, you must first think of several words with opposite meanings
that are applicable to describing the subject of the test.
For example, participants are given a word, for example 'car', and presented with a variety of adjectives
to describe it. Respondents tick to indicate how they feel about what is being measured.
In the picture (above), you can find Osgood's map of people's ratings for the word 'polite'. The image
shows ten of the scales used by Osgood. The image maps the average responses of two groups of 20
people to the word 'polite'.
The semantic differential technique reveals information on three basic dimensions of attitudes: evaluation,
potency (i.e., strength) and activity.
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• Evaluation is concerned with whether a person thinks positively or negatively about the attitude
topic (e.g., dirty – clean, and ugly - beautiful).
• Potency is concerned with how powerful the topic is for the person (e.g., cruel – kind, and strong -
weak).
• Activity is concerned with whether the topic is seen as active or passive (e.g., active – passive).
Using this information, we can see if a person’s feeling (evaluation) towards an object is consistent with
their behavior. For example, a place might like the taste of chocolate (evaluative) but not eat it often
(activity).
The evaluation dimension has been most used by social psychologists as a measure of a person’s
attitude, because this dimension reflects the affective aspect of an attitude.
Evaluation of Direct Methods
An attitude scale is designed to provide a valid, or accurate, measure of an individual’s social

attitude. However, as anyone who has every “faked” an attitude scales knows there are shortcomings in
these self-report scales of attitudes.
There are various problems that affect the validity of attitude scales. However, the most common
problem is that of social desirability.
Socially desirability refers to the tendency for people to give “socially desirable” to the questionnaire
items. People are often motivated to give replies that make them appear “well adjusted”, unprejudiced,
open minded and democratic. Self-report scales that measure attitudes towards race, religion, sex etc.
are heavily affected by socially desirability bias.
Respondents who harbor a negative attitude towards a particular group may not wish be admit to the
experimenter (or to themselves) that they have these feelings. Consequently, responses on attitude
scales are not always 100% valid.
Indirect Attitude Measures

Projective Techniques
To avoid the problem of social desirability, various indirect measures of attitudes have been
used. Either people are unaware of what is being measured (which has ethical problems) or they are
unable consciously to affect what is being measured.
Indirect methods typically involve the use of a projective test. A projective test is involves presenting a
person with an ambiguous (i.e., unclear) or incomplete stimulus (e.g., picture or words). The stimulus
requires interpretation from the person. Therefore, the person’s attitude is inferred from their
interpretation of the ambiguous or incomplete stimulus.
The assumption about these measures of attitudes it that the person will “project” his or her views,
opinions or attitudes into the ambiguous situation, thus revealing the attitudes the person
holds. However, indirect methods only provide general information and do not offer a precise
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measurement of attitude strength since it is qualitative rather than quantitative. This method of attitude
measurement is not objective or scientific which is a big criticism.
Examples of projective techniques include:
• Rorschach Inkblot Test
• Thematic Apperception Test (or TAT)
• Draw a Person Task
Thematic Apperception Test
Here a person is presented with an ambiguous picture which they must interpret.
The thematic apperception test (TAT) taps into a person’s unconscious mind to reveal the repressed
aspects of their personality.
Although the picture, illustration, drawing or cartoon that is used must be interesting enough to encourage
discussion, it should be vague enough not to immediately give away what the project is about.
TAT can be used in a variety of ways, from eliciting qualities associated with different products to
perceptions about the kind of people that might use certain products or services.
The person must look at the picture(s) and tell a story. For example:
o What has led up to the event shown
o What is happening now
o What the characters are thinking and feeling, and
o What the outcome of the story was
Draw a Person Test
Figure drawings are projective diagnostic techniques in which an individual is instructed to draw a person,
an object, or a situation so that cognitive, interpersonal, or psychological functioning can be
assessed. The test can be used to evaluate children and adolescents for a variety of purposes (e.g.,
self-image, family relationships, cognitive ability and personality).
A projective test is one in which a test taker responds to or provides ambiguous, abstract, or unstructured
stimuli, often in the form of pictures or drawings.
While other projective tests, such as the Rorschach Technique and Thematic Apperception Test, ask
the test taker to interpret existing pictures, figure drawing tests require the test taker to create the pictures
themselves. In most cases, figure drawing tests are given to children. This is because it is a simple,
manageable task that children can relate to and enjoy.
Some figure drawing tests are primarily measuring cognitive abilities or cognitive development. In these
tests, there is a consideration of how well a child draws and the content of a child's drawing. In some
tests, the child's self-image is considered through the use of the drawings.
In other figure drawing tests, interpersonal relationships are assessed by having the child draw a family
or some other situation in which more than one person is present. Some tests are used for the evaluation
of child abuse. Other tests involve personality interpretation through drawings of objects, such as a tree
or a house, as well as people.
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Finally, some figure drawing tests are used as part of the diagnostic procedure for specific types of
psychological or neuropsychological impairment, such as central nervous system dysfunction or mental
retardation.
Despite the flexibility in administration and interpretation of figure drawings, these tests require skilled
and trained administrators familiar with both the theory behind the tests and the structure of the tests
themselves. Interpretations should be made with caution and the limitations of projective tests should be
considered.
It is generally a good idea to use projective tests as part of an overall test battery. There is little
professional support for the use of figure drawing, so the examples that follow should be interpreted with
caution.
The House-Tree-Person (HTP) test (Buck, 1948) provides a measure of a self-perception and attitudes
by requiring the test taker to draw a house, a tree, and a person.
• The picture of the house is supposed to conjure the child's feelings toward his or her family.
• The picture of the tree is supposed to elicit feelings of strength or weakness. The picture of the person,
as with other figure drawing tests, elicits information regarding the child's self-concept.
The HTP, though mostly given to children and adolescents, is appropriate for anyone over the age of
three.
Evaluation of Indirect Method

The major criticism of indirect methods is their lack of objectivity. Such methods are unscientific and do
not objectively measure attitudes in the same way as a Likert scale.
There is also the ethical problem of deception as often the person does not know that their attitude is being studied
when using indirect methods.
The advantages of such indirect techniques of attitude measurement are that they are less likely to produce socially
desirable responses, the person is unlikely to guess what is being measured and behavior should be natural and
reliable.
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Assessment of content
In order to make use of assessment data — i.e., the insights students leave behind about their learning
after they take a test — teachers need powerful assessment instruments. That data is only useful if the
assessment forms (test) and items (questions) are high quality, in both content and construction. If the
assessment instrument is poorly constructed, the student data will be flawed, and teachers will have an
inaccurate understanding of what students know and still need to learn.
When choosing an interim and formative assessment system, be sure that the instrument is providing
teachers with data that supports effective instruction. As a simple assessment evaluation framework,
measure your system in question against these 5 key features of effective assessment content
1. Flexibility
• In educator choice, based on their goals and needs
• To use either fixed-format or computer-adaptive assessment
• In educator construction and customization, with comprehensive item banks
• For students, to engage in an assessment experience that accurately reflects their
understanding by utilizing adaptive technology
• In purpose, with the capability to either evaluate a student’s individual growth or compare
against national standards

2. Validity
• In that it produces data that accurately reflects what an educator is looking to test
• At the form and item level — each question should measure the skill or standard to which it
correlates
• In its content and its design
• Which can be proven and backed by research and experts, and is the result of rigorous
evaluation
3. Reliability
• In other words: if a student takes this test again and again, does the assessment system
produce consistent results?
• That can be proven by methodical and thorough research and testing
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4. Variety
• In item types, that allow many opportunities for students to display their knowledge
• In item difficulty and subject range
• In the type of thinking that an item demands
• That accurately corresponds to the skill or knowledge that teachers are trying to evaluate
5. Insight
• In other words, student data that is actionable
• That empowers educators to become more effective
• That opens new doors to understanding students, in their learning styles, pace, unique
skills, and needs
• That can be used to inform instruction, pedagogy, and further assessment
• That is accessible to all stakeholders, including parents and students
AUTHENTIC ASSESSMENTS
AUTHENTIC ASSESSMENT GENERALLY ACCOMPLISHES THE FOLLOWING GOALS:
Emphasizes what students know, rather than Elicits higher-order thinking

what they do not know.
Requires students to develop responses instead Allows for the possibility of multiple human
of selecting them from predetermined options. judgments
Directly evaluates holistic projects. Relates more closely to classroom learning
Uses samples of student work collected over an Teaches students to evaluate their own work
extended period.
Stems from clear criteria made known to Considers differences in learning styles,
students and parents language proficiencies, cultural and educational
backgrounds, and grade levels
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Types of Authentic Assessments
Assessment Description Advantages

Oral Interviews Teacher asks students questions about • Informal and relaxed context
personal background, activities, • Conducted over successive days with each
readings, and interests student
• Record observations on an interview guide
Story or Test Retelling Students retell main ideas or selected • Student produces oral report
details of text experienced through • Can be scored on content or language
listening or reading components
• Scored with rubric or rating scale
• Can determine reading comprehension,
reading strategies, and language
development
Writing Samples Students generate narrative, • Student produces written document # Can
expository, persuasive, or reference be scored on content or language
paper components
• Can determine writing processes
Projects/ Exhibitions Students complete project in content • Students make formal presentation,
area, working individually or in pairs written report, or both
• Can observe oral and written products and
thinking skills
Experiments/ Students complete experiment or • Students make oral presentation, written
Demonstrations demonstrate use of materials report, or both
• Can observe oral and written products and
thinking skills
Constructed-Response Students respond in writing to open- • Student produces written report
Items ended questions • Usually scored on substantive information
and thinking skills
Teacher Observations Teacher observes student attention, • Setting is classroom environment
response to instructional materials, or • Takes little time
interactions with other students • Record observations with anecdotal notes
or rating scales
Portfolios Focused collection of student work to • Integrates information from several
show progress over time sources
• Gives overall picture of student
performance and learning
• Strong student involvement and
commitment
• Calls for student self-assessment
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Identify what is being ask.
1. Is an explanation based on an observation? It is a link

between what is observe and what is already known.
2. Asks a person to rate an issue or topic on a standard set of

bipolar adjectives (i.e., with opposite meanings), each
representing a seven-point scale.
3. It taps into a person’s unconscious mind to reveal the

repressed aspects of their personality.
4. Teacher asks students questions about personal

background, activities, readings, and interests.
5. Focused collection of student work to show progress over

time.
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http://egyankosh.ac.in/bitstream/123456789/6667/1/Unit-2.pdf
https://resilienteducator.com/classroom-resources/which-is-best-teacher-
centered-or-student-centered-education/
REFERENCES
https://www.nap.edu/read/9607/chapter/2#11
Hindman, J. L. (2003) Science Strategies Considerations Packet

https://education.wm.edu/centers/ttac/documents/packets/sciencestrategies.pdf
https://sites.google.com/site/handsonscienceinvestigations/Home/science-
process-skills-1
https://teachingtools.ophea.net/supplements/inquiry-based-learning/assessment-
inquiry-based-learning
McLeod, S. (2009) Attitude Measurement

https://www.simplypsychology.org/simplypsychology.org-Attitude-
Measure.pdf
Hill, M. G., (July 06, 2017) 5 Features of High-Quality Assessment Content

https://medium.com/inspired-ideas-prek-12/5-features-of-high-quality-
assessment-content-1322b8c3577a
https://www.msdwt.k12.in.us/msd/wp-
content/uploads/2011/10/authentic_assessment.pdf
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BACHELOR OF ELEMENTARY EDUCATION

VISION Tarlac State University is envisioned to be a premier university in Asia and

E – xcellence and Enhanced Competence

Authentic Assessment Techniques:

and Space Science in the Intermediate level.

MS. Ellaine RAIZA V. MALLARI

LEARNING OBJECTIVES 1.Demonstrate content knowledge of science for elementary

How to Use this Approach?

Advantages and Disadvantages

Advantages and Disadvantages

Teacher Centered Approach and Child Centered Approach

Teacher Centered Approach

How to Use this Method?

1. Equipment must be accessible to the students when needed

Advantages and Disadvantages

Advantages and Disadvantages

2. When education is teacher-centered, the classroom remains chaotic.

7. In a demonstration method, students should not be fully involved.

MS. Ellaine RAIZA V. MALLARI

Procedures for Selecting Instructional Materials in Public Schools

Common Considerations in the Local Selection of Science Instructional Materials

• What is the budget for the review and selection process?

MS. Ellaine RAIZA V. MALLARI

LEARNING OBJECTIVES 1.Demonstrate content knowledge of science for elementary

Organizing and Remembering Information in Science

Odd-one-out (Wellington & Osborne, 2001)

1. Identify the concept or topic area.

Science Facts Triangle (Thier & Daviss, 2002)

1. Place a colored image in the center of a piece of a paper.

1. Select a reading passage and an accompanying diagram.

Organism Form(s) of Locomotion Warm Blooded or Cold Reproduction Example(s)

Issues, Evidence, and You (Thier & Daviss, 2002)

Experimental Design Diagram (Cothron, Giese, & Rezba, 1989)

Title: The Effect of Temperature on Seed Germination

IV: (independent variable/what is changed) Temperature

25◦C (Control) 15◦C 35◦C

STAD: Student Teams Achievement Division (Slavin, 1995)

1. Assign students to teams.

Group Investigation (Lazarowitz, 1995)

FOSS: Full Option Science System (Jarrett, 1999)

1. Assign students to groups of four.

1. Provide an event for students to observe. Examples include:

4-Question Strategy (Cothron, Giese, & Rezba, 1989, p. 33)

1. What materials are readily available for conducting experiments on __________?

Questioning to Engage Students in Inquiry (Carin & Bass, 1997)

1. Setup a discrepant event.

MS. Ellaine RAIZA V. MALLARI

LEARNING OBJECTIVES 1.Demonstrate content knowledge of science for elementary

Assessment of Process Skills

The learner will mix primary colors to create more colors.

The learner will use a magnet to classify objects as magnetic or nonmagnetic.

The learner will discuss possible errors with other classmates.

An inference is an explanation based on an observation. It is a link between what is observed and

The learner will write a conclusion at the end of each investigation.

Key Considerations for Assessing Inquiry

Figure 7: Triangulation of Evidence

Considerations Inquiry-based learning involves student collaboration. During times when

Planning for Assessment

Differentiated Instruction and Assessment

• Direct Measurement (Likert and semantic differential)

• Indirect Measurement (projective techniques and the implicit association test)

Direct Attitude Measures

Evaluation of Direct Methods