Dynamisch toetsen van onderzoeksvaardigheden op het terrein van Natuur en Techniek bij leerlingen van groep 8 van het basisonderwijs ; Dynamic testing in the Dutch National Nature and Technology Assessment among Grade 6 Elementary School Students
In a secondary data analysis based on data from a Dutch national science assessment in the fall of 2015, the added value of dynamic testing for determining research skills in the domain of Nature & Technology of grade 6 students in elementary school was examined compared to static testing. To this end, the research data (n=203) were used from one practical assignment, designed according to the principles of dynamic testing and involved the design and implementation of an experiment and a follow-up experiment with a ramp task, the Marble Run. Depending on progress on the subtasks, reading,... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2022 |
Reihe/Periodikum: | Roelofs , E , Wammes , D , Emons , W & Raijmakers , M 2022 , ' Dynamisch toetsen van onderzoeksvaardigheden op het terrein van Natuur en Techniek bij leerlingen van groep 8 van het basisonderwijs ' , Pedagogische Studien , vol. 98 , no. 5 , pp. 369-387 . < https://pedagogischestudien.nl/search?identifier=727417 > |
Schlagwörter: | accessibility / Dynamic assessment / graduated prompts / inquiry-based learning / regulative support / responsiveness to intervention / science and technology / /dk/atira/pure/sustainabledevelopmentgoals/quality_education / name=SDG 4 - Quality Education |
Sprache: | Niederländisch |
Permalink: | https://search.fid-benelux.de/Record/base-27075799 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://research.vu.nl/en/publications/69ba857b-5e00-42a2-9102-546bfb082f0a |
In a secondary data analysis based on data from a Dutch national science assessment in the fall of 2015, the added value of dynamic testing for determining research skills in the domain of Nature & Technology of grade 6 students in elementary school was examined compared to static testing. To this end, the research data (n=203) were used from one practical assignment, designed according to the principles of dynamic testing and involved the design and implementation of an experiment and a follow-up experiment with a ramp task, the Marble Run. Depending on progress on the subtasks, reading, process, and substantive help was provided, following a protocol of graduated prompts. Analyses aimed at determining the progress made in experiment 2 after supported participation in experiment 1 revealed groups with different learning potential. The largest progression observed was made by students who did not reach a solution to a subtask in experiment 1 even after all support, but succeeded independently in doing so in experiment 2. The relative proportion of nonsolvers in experiment 1 who made this progression was 36% setting the experimental variables 42% in repeated measurement and 56% drawing conclusions. Latent class analyses resulted in three groups, each of which went through a different history of support. The biggest difference concerned responsiveness to support with a crucial sub-skill for experimentation: control-of-variables. Furthermore, in one group, giving reading/ process support appeared to play an important part in finding solutions. The group of students who benefited the least from help appeared to have less knowledge of N&T and a more negative view of their own research skills.