Developing a Pluralistic Assessment for Scientific Attitude-An Action Research Based on the “Bicycle” Unit in Sixth Grade

• Main Authors: Hui-Ling Lu, 盧惠鈴
• Other Authors: 莊嘉坤
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/66704163023105271599

碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === This study proposes to explore the process of developing a pluralistic assessment for evaluating scientific attitude in natural science and technology instruction within the nine-year integrated curriculum. This research studies 25 sixth-graders who are attending an elementary school in Pingtung in the first semester of the 2004 academic year. Through action research and based on the researcher’s interpretation of the competence indicators for scientific attitude, instructional activities are designed and means for assessment are developed in accordance with the teaching context. Research instruments include classroom activities designed in accordance with the competence indicators for scientific attitude, students’ self-evaluation of their scientific attitude, peer evaluation on group activities and semi-structured interview. Data collected are then compared with teachers’ observation form developed by the researcher, research journal, and videotapes of the instruction in order to analyze the development and the result of the evaluation, and to generalize on student’s scientific attitude. By developing a set of pluralist assessment for scientific attitude, this study hopes to advance the quality of the instruction as well as the assessment instrument itself. The research findings are: through the development of a pluralistic instrument for assessing scientific attitude, research instrument can accurately evaluate students’ scientific attitude. With the assessment of scientific attitude and with teaching, students not only acquire a better understanding toward adequate scientific attitude, but are also positively influenced by practical, yet methodical scientific attitude. Repeated reflection upon the result of this action research has helped the researcher gain more expertise in teaching. The result and the suggestion offered in this research can serve as reference for teaching and pinpoint the direction of future research in science education.