Poster Accepted in International Conference
The National Institute of Science and Math Education will be hosting the International Conference on Science and Math Education on October 27-29, 2008 at UPNISMED in Diliman. The Secterariat informed me last Sept. 21 that my poster was accepted. I am yet designing it and I'll post it here as soon as it is done.
Here's an abstract of my research poster:
ENVIRONMENTAL EDUCATION INTEGRATION
THROUGH ASSESSMENT TASKS AND RUBRICS
Stream: Science Education
Theme: Education for Sustainable Development
To enable students to investigate the science concepts involved in environmental issues and communicate their understanding about sustainable development, three environment-related assessment tasks were developed and administered as integrated activities in a physical science class. These tasks were structured to serve as cognitive guides so that students could demonstrate skills and intelligence in constructing their own understanding of the issues. Each task was composed of the following components: nature of the task, objectives, background learning, science skills, the task proper and the rubrics.
The first assessment task was the preparation of a poster intended to be presented among members of the family. Included in the lead-up activities were games on the identification of energy forms and a weeklong observation, description, recording and pattern recognition on the use of household appliances. The poster contained results of their investigation like the main forms of energy used and extensively used at home, importance of conserving energy and suggestions on what family members can do to save energy.
The second assessment task required the students to write an explanation on the scientific, technological, social and environmental issues requiring clarification in a news article about the ‘Guimaras oil spill’. Students worked in groups in the identification of issues. To enhance their understanding about an oil spill, they investigated the physical and chemical properties of oil, simulated an oil spill, and experimented on possible oil spill clean-up methods.
The third task was a print presentation about the water cycle. Students worked in groups and examined the change in the state of water in terms of the behavior of particles. This activity was linked to the water cycle phenomenon. Interruptions to the cycle due to human interventions were identified and their implications to the environment were described.
Students carried out the assessment tasks based on agreed rubrics that set the levels of performance expected of them. They were also given the opportunity to self-correct their works using the student rubrics. Outputs for each task were assessed using both the student and teacher rubrics.
Through this intervention, it was found out that most students were able to relate physical science concepts with energy, oil spill and water conservation issues. Their levels of understanding about sustainable development were also communicated better. The developed assessment tasks are being recommended for use among high school and basic science teachers.
Here's an abstract of my research poster:
ENVIRONMENTAL EDUCATION INTEGRATION
THROUGH ASSESSMENT TASKS AND RUBRICS
Stream: Science Education
Theme: Education for Sustainable Development
To enable students to investigate the science concepts involved in environmental issues and communicate their understanding about sustainable development, three environment-related assessment tasks were developed and administered as integrated activities in a physical science class. These tasks were structured to serve as cognitive guides so that students could demonstrate skills and intelligence in constructing their own understanding of the issues. Each task was composed of the following components: nature of the task, objectives, background learning, science skills, the task proper and the rubrics.
The first assessment task was the preparation of a poster intended to be presented among members of the family. Included in the lead-up activities were games on the identification of energy forms and a weeklong observation, description, recording and pattern recognition on the use of household appliances. The poster contained results of their investigation like the main forms of energy used and extensively used at home, importance of conserving energy and suggestions on what family members can do to save energy.
The second assessment task required the students to write an explanation on the scientific, technological, social and environmental issues requiring clarification in a news article about the ‘Guimaras oil spill’. Students worked in groups in the identification of issues. To enhance their understanding about an oil spill, they investigated the physical and chemical properties of oil, simulated an oil spill, and experimented on possible oil spill clean-up methods.
The third task was a print presentation about the water cycle. Students worked in groups and examined the change in the state of water in terms of the behavior of particles. This activity was linked to the water cycle phenomenon. Interruptions to the cycle due to human interventions were identified and their implications to the environment were described.
Students carried out the assessment tasks based on agreed rubrics that set the levels of performance expected of them. They were also given the opportunity to self-correct their works using the student rubrics. Outputs for each task were assessed using both the student and teacher rubrics.
Through this intervention, it was found out that most students were able to relate physical science concepts with energy, oil spill and water conservation issues. Their levels of understanding about sustainable development were also communicated better. The developed assessment tasks are being recommended for use among high school and basic science teachers.
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