6 research outputs found
āļāļēāļĢāļāļąāļāļāļēāđāļĨāļ°āļāļĢāļ°āđāļĄāļīāļāļāļ§āļēāļĄāļāđāļēāļ§āļŦāļāđāļēāđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļŠāļĄāļĢāļĢāļāļāļ°āļāļēāļāļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđāļāļāļāļāļđāđāđāļĢāļĩāļĒāļāļāđāļēāļāļĢāļ°āļāļāļāļēāļĢāļāļĢāļ°āđāļĄāļīāļ BEAR
Development and Assessment of Learnersâ Learning Progression for Scientific Competency through BEAR Assessment System
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Sakkarin Achimar, Pongprapan Pongsophon and Pattamaporn Pimthong
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āļĢāļąāļāļāļāļāļ§āļēāļĄ: 9 āļāļąāļāļ§āļēāļāļĄ 2565;Â āđāļāđāđāļāļāļāļāļ§āļēāļĄ: 3 āļĄāļĩāļāļēāļāļĄ 2566;Â āļĒāļāļĄāļĢāļąāļāļāļĩāļāļīāļĄāļāđ: 4 āđāļĄāļĐāļēāļĒāļ 2566; āļāļĩāļāļīāļĄāļāđāļāļāļāđāļĨāļāđ: 30 āļāļąāļāļĒāļēāļĒāļ 2566
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āļāļāļāļąāļāļĒāđāļ
āļāļāļāļ§āļēāļĄāļāļĩāđāļĄāļĩāļ§āļąāļāļāļļāļāļĢāļ°āļŠāļāļāđāđāļāļ·āđāļāļāļģāđāļŠāļāļāļāļēāļĢāļāļąāļāļāļēāđāļĨāļ°āļāļĢāļ°āđāļĄāļīāļāļāļ§āļēāļĄāļāđāļēāļ§āļŦāļāđāļēāđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļŠāļĄāļĢāļĢāļāļāļ°āļāļēāļāļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđāļāļāļāļāļđāđāđāļĢāļĩāļĒāļāļāđāļēāļāļĢāļ°āļāļāļāļēāļĢāļāļĢāļ°āđāļĄāļīāļ BEAR āđāļāļĒāđāļĢāļīāđāļĄāļāđāļāļāđāļ§āļĒāļāļēāļĢāļāļģāđāļŠāļāļāļāļĩāđāļĄāļēāđāļĨāļ°āļāļ§āļēāļĄāļŠāļģāļāļąāļāļāļāļāļāļēāļĢāļāļąāļāļāļēāļŠāļĄāļĢāļĢāļāļāļ°āļāļēāļāļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđāļāļāļāļāļđāđāđāļĢāļĩāļĒāļ āļāļīāļĒāļēāļĄāđāļĨāļ°āļāļ§āļēāļĄāļŠāļģāļāļąāļāļāļāļāļāļ§āļēāļĄāļāđāļēāļ§āļŦāļāđāļēāđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ āļāļēāļĢāļāļģāđāļŠāļāļāļĢāļđāļāđāļāļāļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāđāļāļ BEAR āđāļĨāļ°āļāļĢāļāļĩāļĻāļķāļāļĐāļēāđāļāļĩāđāļĒāļ§āļāļąāļāļāļēāļĢāļāļģāļĢāļđāļāđāļāļāļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāđāļāļ BEAR āđāļāđāļāđāđāļāļāļēāļĢāļāļąāļāļāļēāđāļĨāļ°āļāļĢāļ°āđāļĄāļīāļāļāļ§āļēāļĄāļāđāļēāļ§āļŦāļāđāļēāđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāļāļēāļĢāđāļāđāđāļĒāđāļāļāļķāđāļāđāļāđāļāļŦāļāļķāđāļāđāļāļŠāļĄāļĢāļĢāļāļāļ°āļāļēāļāļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđāļāļāļāļāļđāđāđāļĢāļĩāļĒāļ āļĢāļ§āļĄāļāļķāļāļāđāļāđāļāļ°āļāļģāđāļāļāļēāļĢāļāļģāļāđāļāļĄāļđāļĨāļāļ§āļēāļĄ āļāđāļēāļ§āļŦāļāđāļēāđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđāđāļāļāļĢāļ°āļĒāļļāļāļāđāđāļāđāđāļāļāļēāļĢāļāļąāļāļāļēāļŦāļĨāļąāļāļŠāļđāļāļĢ āļāļēāļĢāļāļąāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļēāļĢāļŠāļāļ āđāļĨāļ°āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļ
āļāļģāļŠāļģāļāļąāļ:Â āļāļ§āļēāļĄāļāđāļēāļ§āļŦāļāđāļēāđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ Â āļŠāļĄāļĢāļĢāļāļāļ°āļāļēāļāļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđ Â āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāđāļāļ·āđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļĢāļđāđ Â āļĢāļ°āļāļāļāļēāļĢāļāļĢāļ°āđāļĄāļīāļ BEAR
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Abstract
This article aims to present the development and assessment of learnersâ learning progression for scientific competency. It begins with presenting the background and significance of the development of scientific competence of learners. It presents the definition and importance of learning progression, BEAR assessment system and the case study of the application of the BEAR assessment system in the development and evaluation of scientific argumentation, one of components of scientific competency. This article discusses how to apply information from learning progression in curriculum development, teaching, and assessment.
Keywords:Â Learning progression, Science competency, Assessment for learning, BEAR assessment syste
The development of molecular genetics concept test for senior high school students using Rasch analysis
Developing a high-quality test item requires substantial time and effort. A well-developed item bank is conducted using rigorous development and validation procedures. This study aimed to describe the development process of molecular genetics concept test (MGCT) for senior high school students using Rasch analysis under Berkeley evaluation and assessment research (BEAR) assessment system framework. The test consists of 50 multiple-choice items to assess conceptual understanding of molecular genetics concepts. The MGCT was developed based on curriculum analysis from the Indonesian ministry of education and culture and content-validated by three content experts comprising an expert in biology, an expert in bioinformatics, and an experienced Indonesian biology teacher in a senior high school. The MGCT was then piloted to 114 students who had taught the molecular genetics unit from a senior high school to conduct the empirical validation. The results from Rasch analysis showed that the MGCT is acceptable because all items have outfit and infit mean-square values in the acceptable range of 0.7 to 1.3 and the reliability is 0.43. So, the MGCT can be used to assess the understanding of the molecular genetics concept. However, several items were too difficult to discriminate the student ability. So, future studies need to develop more this MGCT to get a more appropriate instrument
Integrating Technology into Project-based Learning in a Science Curriculum Development Course
This study examines the integration of technology in
the project-based learning (PBL) environment of a science
curriculum development course in a university in Bangkok,
Thailand. Fifteen pre-service science teachers in a masterâs
degree science education program participated in the study
to create a variety of projects using technology as a learning
tool. Each student had the opportunity to select the technology
for their own project. The results showed that the students
exhibited the ability to choose and apply appropriate
technologies to grow their understanding of science curriculum
development through project creation. The results produced
strong evidence of the studentsâ problem-solving skills and
collaborative capacities
The Ways to Promote Pre-service Science Teachersâ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course
This classroom action research aimed to study the ways to promote pre-service science
teachersâ pedagogical content knowledge for inquiry (PCK for inquiry). The participants were
37 students who enrolled in Learning Management in Science course in academic year
2014. Multiple data sources including studentsâ lesson plans, reflective journals, teacherâs
logs, and worksheets were collected. The inductive approach was used to analyze data. The
findings revealed the ways to promote pre-service science teachersâ PCK for inquiry consisted
of being teacherâs explicit role model ; providing students to reflect their practices that link
between their knowledge and understandings ; reflection from video case ; collaboration
between students and teacher in learning activities planning, and allowing students to practice
in actual situation could be better influence students not only reflect their understandings
but also design, and teach science through inquiry
Teaching and learning about matter in Grade 6 classrooms: a conceptual change approach
The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching activities not only challenged and encouraged studentsâ conceptual change but also indicated that teachers needed to develop their content knowledge and teaching strategies. The participants developed more scientific conceptions and were able to apply these in appropriate contexts. This study illustrates how a conceptual change approach can be accomplished in the Thai context