Jagt, S.A.W. van der

van der Jagt, S.A.W.

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VU Research PortalDeveloping inquiry competencies in science education by using rubricsvan der Jagt, S.A.W.published inProceedings ESERA Summerschool 20102010document versionPublisher's PDF, also known as Version of recordLink to publication in VU Research Portalcitation for published version (APA)van der Jagt, S. A. W. (2010). Developing inquiry competencies in science education by using rubrics. InProceedings ESERA Summerschool 2010General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.            • Users may download and print one copy of any publication from the public portal for the purpose of private study or research.            • You may not further distribute the material or use it for any profit-making activity or commercial gain            • You may freely distribute the URL identifying the publication in the public portal ?Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.E-mail address:vuresearchportal.ub@vu.nlDownload date: 23. May. 2021Developing inquiry competencies in science education by using rubricsSaskia van der Jagt1,2Supervisors: prof. dr. Jos Beishuizen1, prof. dr. Albert Pilot3, dr. Lisette van Rens1 & dr. Herman Schalk11Centre for Educational Training, Assessment & Research, VU University Amsterdam2 Coornhert Gymnasium, Gouda 3 FIsme, Utrecht University3. Research questionWhat are design principles for a feasible and effective teaching-learning trajectory for learning to use the concepts validity, reliability and accuracy in different research contexts of the science subjects in upper secondary school? E-mail: s.vanderjagt@ond.vu.nl4. Research design & methodsMethodologyDesign-based research (Van den Akker, Gravemeijer, McKenny, & Nieveen, 2006). Identifying design principles & preparing design1) Explorative study on the focus of students and science teachers on accuracy, reliability and validity of an inquiry.2) Design of rubrics (formative assessment instrument, see example )- Content based on results explorative study.- Use of structure of the SOLO Taxonomy for describing different levels.3) Design of teaching-learning trajectory for learning to inquire in biology, chemistry and physics.- Learning materials consist of:i. General starting unit about doing inquiries (9 lessons)ii. Inquiry unit in biology (6 lessons & collection of data in the zoo)iii. Inquiry unit in physics (6 lessons)iv. Inquiry unit in chemistry (6 lessons)- Same rubrics are used in each unit  promotion of coherence between science subjects.Test, evaluation & analysis of designCycle 1: focus on feasibility of teaching-learning trajectoryCycle 2: focus on effectiveness of teaching-learning trajectoryResearch design - overviewReferencesBiggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning; The SOLO Taxonomy. New York: Academic Press.Gott, R., & Duggan, S. (1995). Investigative Work in the Science Curriculum. Buckingham/Philadelphia: Open University Press.Gott, R., Duggan, S., Roberts, R., & Hussain, A. (n.d.). Research into Understanding Scientific Evidence.   Retrieved November 11, 2008, from http://www.dur.ac.uk/rosalyn.roberts/Evidence/cofev.htmSchalk, H. H. (2006). Zeker weten? Leren de kwaliteit van biologie-onderzoek te bewaken in 5 vwo.Vrije Universiteit, Amsterdam. [Are you certain? Learning to ensure the quality of biology research in pre-university education – with summary in English]Van den Akker, J., Gravemeijer, K., McKenny, S., & Nieveen, N. (2006). Educational Design Research. London, New York: Routledge.Van Oers, B. (1998) From context to contextualizing. Learning and Instruction, 8(6), 473-488.Van Rens, L. (2005). Effectief scheikundeonderwijs voor ‘leren onderzoeken’ in de tweede fase van het vwo; Een chemie van willen, weten  en kunnen. Vrije Universiteit, Amsterdam. [Effective chemical education for 'learning to inquire' in upper secondary school - with summary in English]Example of a rubric: Research question Based on levels of the SOLO Taxonomy (Biggs & Collis, 1982) & explorative studyTranslated literally from Dutch rubric.1. Focus of the studyIn secondary school students have to learn to do inquiries in physics, chemistry and biology. In the eyes of upper secondary school students the inquiries they perform seem to be quite specific for each school science subject, even if the inquiries of the different subjects require similar procedural understanding. As a result of these experienced differences students consider the processes of inquiry in different sciences as distinctive. Therefore it is necessary to learn students how to transfer procedural understanding from one specific research context to another. To learn more about this coherence students should gain insight in the differences and similarities in the meaning of validity, reliability and accuracy in the different science disciplines. Furthermore, it is important to explicate the coherence across the contexts of research in the different sciences in ensuring the quality of an inquiry. 2. Theoretical frameworkRecent educational research in chemistry (Van Rens, 2005) and biology (Schalk, 2006) shows that students perform better in inquiring when they use the concepts of evidence (CoE) (Gott, Duggan, Roberts, & Hussain, n.d.). These CoE help them to control the validity, reliability and accuracy of an inquiry. By using the CoEstudents improve their procedural understanding of doing inquiries (Gott & Duggan, 1995). Validity, reliability and accuracy have a different meaning in the different sciences (Van Oers, 1998). For example: to get reliable results in an experiment in physics, measurements have to be accurate. In biology, results are reliable when a representative sample of a population has been taken. This implicates that there is need for a method to transfer concepts from a specific research context to another. Rubrics - a formative assessment instrument - seem to be a useful tool to facilitate this for students. In rubrics the different levels of application of CoE can be described by using the five levels of response of the Structure of the Observed Learning Outcomes (SOLO) Taxonomy. This taxonomy has been developed to view the progress in learning (Biggs & Collis, 1982). Research question Mark the description that fits  your research question the best.Description Example of research questionPrestructural The research question is formulated in general terms. The formulation is mostly based on knowledge from your daily life.What is liquor?Unistructural In the research question you mention one of the variables of the inquiry or you mention more than one independent and/or dependent variable. You make use of professional terms to formulate the research question.What happens to your blood rate when you’re standing upside down?Multistructural In the research question you mention the independent and dependent variable of the inquiry. The formulation shows that you have basic knowledge of the research issue.Which washing-up liquid cleans the best: one with zeolite of one with phosphates?Relational In the research question you give, with the help of the relevant variables, a explicit description of the objective of the inquiry. The formulation shows that you know how this inquiry fits into the research field.What’s the relation betweenthe angle of incidence of a laser in liquid and the angle of refraction of this laser?Extended abstract In the research question is shown that you want to use this experiment to enlarge scientific knowledge in the research field. The formulation shows that you understand how your inquiry relates to scientific claims about a similar issue.To what extent can rape oil be used to make a fuel that has the same calorific value as diesel oil? Research questionQuality of an inquiryaccuracyCoE1CoE4CoE5CoE3CoE2CoE 6CoE 7CoE 8CoE9CoE10CoE 11CoE125. Output- Contribution to theory about 1) learning to inquire in more coherence in different school science subjects and 2) the use of rubrics to improve the procedural understanding of students.- Design principles for teaching-learning trajectory and rubrics to learn to inquire.- A set of rubrics for improving procedural understanding of students.- Learning materials for learning to inquire in biology, chemistry and physics.Design1: Explorative study2: Design rubrics3: Design teaching-learning trajectoryCycle 1Test of designFocus on feasibilityCycle 2Test of designFocus on effectivenessEvaluation of designEvaluation, analysis & improving designEvaluation &analysisOrientationJULY 201012 3ESERA Summerschool 2010

English

Developing inquiry competencies in science education by using rubrics

NARCIS 

DSpace at VU

Developing inquiry competencies in 
science education by using rubrics
Saskia van der Jagt1,2
Supervisors: prof. dr. Jos Beishuizen1, prof. dr. Albert Pilot3, dr. Lisette van Rens1 & dr. Herman Schalk1
1Centre for Educational Training, Assessment & Research, VU University Amsterdam
2 Coornhert Gymnasium, Gouda 
3 FIsme, Utrecht University
3. Research question
What are design principles for a feasible and effective teaching-learning trajectory for learning to use the concepts validity, reliability and accuracy in different 
research contexts of the science subjects in upper secondary school? 
E-mail: s.vanderjagt@ond.vu.nl
4. Research design & methods
Methodology
Design-based research (Van den Akker, Gravemeijer, McKenny, & Nieveen, 2006). 
Identifying design principles & preparing design
1) Explorative study on the focus of students and science teachers on 
accuracy, reliability and validity of an inquiry.
2) Design of rubrics (formative assessment instrument, see example )
- Content based on results explorative study.
- Use of structure of the SOLO Taxonomy for describing different levels.
3) Design of teaching-learning trajectory for learning to inquire in biology, 
chemistry and physics.
- Learning materials consist of:
i. General starting unit about doing inquiries (9 lessons)
ii. Inquiry unit in biology (6 lessons & collection of data in the zoo)
iii. Inquiry unit in physics (6 lessons)
iv. Inquiry unit in chemistry (6 lessons)
- Same rubrics are used in each unit  promotion of coherence between 
science subjects.
Test, evaluation & analysis of design
Cycle 1: focus on feasibility of teaching-learning trajectory
Cycle 2: focus on effectiveness of teaching-learning trajectory
Research design - overview
References
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning; The SOLO Taxonomy. New 
York: Academic Press.
Gott, R., & Duggan, S. (1995). Investigative Work in the Science Curriculum. 
Buckingham/Philadelphia: Open University Press.
Gott, R., Duggan, S., Roberts, R., & Hussain, A. (n.d.). Research into Understanding Scientific 
Evidence.   Retrieved November 11, 2008, from 
http://www.dur.ac.uk/rosalyn.roberts/Evidence/cofev.htm
Schalk, H. H. (2006). Zeker weten? Leren de kwaliteit van biologie-onderzoek te bewaken in 5 vwo.
Vrije Universiteit, Amsterdam. [Are you certain? Learning to ensure the quality of biology research 
in pre-university education – with summary in English]
Van den Akker, J., Gravemeijer, K., McKenny, S., & Nieveen, N. (2006). Educational Design 
Research. London, New York: Routledge.
Van Oers, B. (1998) From context to contextualizing. Learning and Instruction, 8(6), 473-488.
Van Rens, L. (2005). Effectief scheikundeonderwijs voor ‘leren onderzoeken’ in de tweede fase van 
het vwo; Een chemie van willen, weten  en kunnen. Vrije Universiteit, Amsterdam. [Effective 
chemical education for 'learning to inquire' in upper secondary school - with summary in English]
Example of a rubric: Research question 
Based on levels of the SOLO Taxonomy (Biggs & Collis, 1982) & explorative study
Translated literally from Dutch rubric.
1. Focus of the study
In secondary school students have to learn to do inquiries in physics, chemistry and biology. In the eyes 
of upper secondary school students the inquiries they perform seem to be quite specific for each school 
science subject, even if the inquiries of the different subjects require similar procedural understanding. 
As a result of these experienced differences students consider the processes of inquiry in different 
sciences as distinctive. Therefore it is necessary to learn students how to transfer procedural 
understanding from one specific research context to another. To learn more about this coherence 
students should gain insight in the differences and similarities in the meaning of validity, reliability and 
accuracy in the different science disciplines. Furthermore, it is important to explicate the coherence 
across the contexts of research in the different sciences in ensuring the quality of an inquiry. 
2. Theoretical framework
Recent educational research in chemistry (Van Rens, 2005) and biology (Schalk, 2006) shows that students 
perform better in inquiring when they use the concepts of evidence (CoE) (Gott, Duggan, Roberts, & Hussain, n.d.). 
These CoE help them to control the validity, reliability and accuracy of an inquiry. By using the CoE
students improve their procedural understanding of doing inquiries (Gott & Duggan, 1995). 
Validity, reliability and accuracy have a different meaning in the different sciences (Van Oers, 1998). For 
example: to get reliable results in an experiment in physics, measurements have to be accurate. In 
biology, results are reliable when a representative sample of a population has been taken. This 
implicates that there is need for a method to transfer concepts from a specific research context to 
another. Rubrics - a formative assessment instrument - seem to be a useful tool to facilitate this for 
students. In rubrics the different levels of application of CoE can be described by using the five levels of 
response of the Structure of the Observed Learning Outcomes (SOLO) Taxonomy. This taxonomy has 
been developed to view the progress in learning (Biggs & Collis, 1982). 
Research question 
Mark the description 
that fits  your 
research question the 
best.
Description Example of research 
question
Prestructural The research question is formulated in general terms. 
The formulation is mostly based on knowledge from 
your daily life.
What is liquor?
Unistructural In the research question you mention one of the 
variables of the inquiry or you mention more than one 
independent and/or dependent variable. You make use 
of professional terms to formulate the research 
question.
What happens to your blood 
rate when you’re standing 
upside down?
Multistructural In the research question you mention the independent 
and dependent variable of the inquiry. The formulation 
shows that you have basic knowledge of the research 
issue.
Which washing-up liquid 
cleans the best: one with 
zeolite of one with 
phosphates?
Relational In the research question you give, with the help of the 
relevant variables, a explicit description of the objective 
of the inquiry. The formulation shows that you know how 
this inquiry fits into the research field.
What’s the relation between
the angle of incidence of a 
laser in liquid and the angle of 
refraction of this laser?
Extended abstract In the research question is shown that you want to use 
this experiment to enlarge scientific knowledge in the 
research field. The formulation shows that you 
understand how your inquiry relates to scientific claims 
about a similar issue.
To what extent can rape oil be 
used to make a fuel that has 
the same calorific value as 
diesel oil? 
Research 
question
Quality of 
an inquiry
accuracy
CoE
1
CoE
4
CoE
5
CoE
3
CoE
2
CoE 
6
CoE 
7
CoE 
8
CoE
9
CoE
10
CoE 
11
CoE
12
5. Output
- Contribution to theory about 1) learning to inquire in more coherence in different school 
science subjects and 2) the use of rubrics to improve the procedural understanding of 
students.
- Design principles for teaching-learning trajectory and rubrics to learn to inquire.
- A set of rubrics for improving procedural understanding of students.
- Learning materials for learning to inquire in biology, chemistry and physics.
Design
1: Explorative study
2: Design rubrics
3: Design teaching-learning trajectory
Cycle 1
Test of design
Focus on 
feasibility
Cycle 2
Test of design
Focus on 
effectiveness
Evaluation of 
design
Evaluation, 
analysis & 
improving design
Evaluation &
analysis
Orientation
JULY 2010
1
2 3
ESERA Summerschool 2010


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Developing inquiry competencies in science education by using rubrics

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