Observation Card of Teachers and Students' Performance for Conceptual Changes
10
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education - Hakodate November 2008, VOL.23 No. Observation Card of Teachers and Students' Performance for Conceptual Changes Dr. Tafida Sayed Ahmed Ghanem 2008
Transcript of Observation Card of Teachers and Students' Performance for Conceptual Changes
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
Observation Card of Teachers and Students'
Performance for Conceptual Changes
Dr. Tafida Sayed Ahmed Ghanem
2008
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
Teacher's Observations Card
No.
Observed main
items
Degree of evaluation
High 3 Middle 2 Low 1 Absent 0
Observed sub-items Teacher’s performance
level
1 Key question
with Answer
choices
Teacher make lesson’s introduction to seek
students previous experience on the concept
2 Teacher make simple introductory
experiment/ observations on the concept
3 Teacher make questions on concrete subject
4 Teacher able to introduce suitable key
question for students’ level
5 Teacher able to choose question can
encourages students’ thinking
6 Teacher able to introduce one key concept
7 Teacher able to call students’ hypotheses by
using suitable answer choices
8 Teacher avoid copying from text books
9 Teacher able to put answer choices that
cover all probable students’ perceptions
10 Teacher record individuals answers and
avoid negative effects of group work or
high achieved students opinion
11 Teacher able to put question that connected
to simple experiment
12 Questions
series with
Answer
choices
Teacher able to put suitable questions series
for student’ level
13 Teacher able to encourages students’
thinking by series of questions
14 Teacher able to introduce the key concept’
different dimension using series of
questions
15 Teacher able to change/confirm students’
previous hypotheses using answer choices
16 Teacher distinguish students thinking
recovery according to their numbers on
every answer choices
17 Teacher able to reform students’
perceptions gradually using series of
questions
18 Teacher able to put series of questions that
connected to simple experiments
19 Teacher able to arrange series of questions
from simple to complex
20 Discussion/
Feedback
Teacher call reasons from minor answers
first then turn to major ones
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
No.
Observed main
items
Degree of evaluation
High 3 Middle 2 Low 1 Absent 0
Observed sub-items Teacher’s performance
level
21
Teacher avoid negative effects of group
discussion
22 Teacher listen carefully to students’
hypotheses
23 Teacher explain students’ reasons for all
others
24 Teacher let students discuss freely, flexibly,
and well organized
25 Teacher encourage discussion between
students themselves
26 Teacher encouraged discussion by
continuous feedback
27 Teacher explain students’ opinion for all
others
28 Teacher able to increase students’
interaction
29 Teacher let all students participate
30 Teacher let students change their previous
answers after discussion
31 Teacher manage students’ discussion time
32 Experiments/
Observations
Teacher make experiments/observations by
attractive simple tools and material
33 Teacher make experiments/observations
easy to be explained to students’ level
34 Teacher perform experiments/let students
observe after sufficient discussion
35 Teacher introduce practical evidence on
students answers
36 Teacher make experiments/observations
connected to conceptual questions
37 Teacher lab is well organized and attractive
38 Teacher introduce clear result for all
students
39 Teacher control experiment time
40 Teacher perform experiments by himself
successfully
41 Teacher repeat experiments if students
confused the result
42 Teacher ask students to make
experiments/observations by themselves
43 Scientific
explanation
Teacher set up perfect scientific
explanation at the end of the class
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
No.
Observed main
items
Degree of evaluation
High 3 Middle 2 Low 1 Absent 0
Observed sub-items Teacher’s performance
level
44
Teacher highlight the correct hypotheses
45 Teacher encourage students to express their
final understanding
46 Teacher let students record the scientific
explanation
47 Teacher make clear explanation of the
result of experiments/observations
48 Teacher emphasize the basic targeted
scientific concept at the end of his class
49 Teacher use illustration, charts, graphs,
flash cards to introduce his explanation
50 Achieved
objectives
Teacher introduce new concept
51 Teacher build on old concept
52 Teacher bring up students’ perceptions
53 Teacher make enjoyable experiments
54 Teacher evaluate students perceptions
55 Teacher support students’ questioning
56 Teacher encourage students’ discussion
57 Teacher increase students’ scientific
knowledge
58 Teacher develop students’ thinking skills
59 Teacher guide students’ attitudes towards
science
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
Students' Observation Card
No.
Observed
main items
Degree of evaluation
High 3 Middle 2 Low 1 Absent 0
Observed sub-items Students’ Response
level
1 Key question
with Answer
choices
Students express their previous experience on
the concept
2 Students are attracted by simple introductory
experiment/ observations
3 Students get curious to study the new subject
4 Students response to the key question according
to their perception
5 Students’ thinking are encouraged by the key
question
6 Students focus on one key concept
7 Students chose answer choices that express
their own thinking
8 Students think for choosing answers than
memorize from their text books
9 Students’ perceptions emerge in their answer
choices
10 Students express their own answers
individually
11 Students think on the subject of the simple
experiment
12 Questions
series with
Answer
choices
Students response to a series of questions
13 Students’ thinking are encouraged by a series of
questions
14 Students focus on the key concept’ different
dimension while react to a series of questions
15 Students are able to change/confirm their
previous answers while react to a series of
questions
16 Students numbers on answer choices differ on a
series question comparing to the key question
17 Students’ perceptions gradually be reformed
using series of questions
18 Students response to a series of questions that
connected to simple experiments
19 Students are able to understand a series of
questions gradually
20 Discussion/
Feedback
Students of the minor answers explain reasons
of their answers choices then students of major
answers
21 Students express their own thinking during
group discussion
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
No.
Observed
main items
Degree of evaluation
High 3 Middle 2 Low 1 Absent 0
Observed sub-items Students’ Response
level
22 Students give reasons that express their own
hypotheses
23 Students explain their reasons
24 Students’ discussion is free, flexible, and well
organized by teacher
25 Students are self -evaluated
26 Students’ discussion is encouraged by
continuous feedback from teacher
27 Students understand each other's opinion
28 Students exchange ideas and involved in live
interaction
29 All students participate
30 Students freely change their previous answers
after discussion
31 Students’ discussion time organized by teacher
32 Experiments/
Observations
Students are attracted to simple
experiments/observations
33 Students understand experiments’/observations’
subject
34 Students observe experiments/observations
after sufficient discussion
35 Students know the evidence of the right answer
practically
36 Students expect that experiments/observations
to answer their choices
37 Students enjoy experiments
38 Students got clear result of the
experiments/observations
39 Students enough benefits of experiments
40 Students observe teacher doing
experiments/observations
41 Students be sure of the result of experiments
42 Students make experiments /observations by
themselves
43 Scientific
explanation
Students got perfect scientific explanation
44 Students determine the correct hypotheses
45 Students induce the final explanation
46 Students record scientific explanation in their
notebooks
47 Students clearly determine of the result of
experiments/observations
48 Students understand the basic targeted scientific
concept at the end of his class
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
No.
Observed
main items
Degree of evaluation
High 3 Middle 2 Low 1 Absent 0
Observed sub-items Students’ Response
level
49 Students understand illustration, charts, graphs,
flash cards used by teacher
50 Achieved
objectives
Students acquire new concept
51 Students be reached old concept
52 Students be reformed their perceptions
53 Students enjoy experiments
54 Students acquired scientific concepts
55 Students be supported in questioning
56 Students be encouraged in discussion
57 Students acquire scientific knowledge
58 Students be enhanced in thinking skills
59 Students be encouraged in positive attitudes
towards science
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
Observed Items for both Teacher and Students
No.
Observed main and sub-items Degree of evaluation
High 3 Middle 2 Low 1 Absent 0
Teacher’s performance level Students’ Response level
(1) Conceptual question
1 Teacher make lesson’s introduction to
seek students previous experience on
the concept
Students express their previous experience
on the concept
2 Teacher make simple introductory
experiment/ observations on the concept
Students are attracted by simple
introductory experiment/ observations
3 Teacher make questions on concrete
subject
Students get curious to study the new
subject
4 Teacher able to introduce suitable key
question for students’ level
Students response to the key question
according to their perception
5 Teacher able to chose question can
encourages students’ thinking
Students’ thinking are encouraged by the
key question
6 Teacher able to introduce one key
concept
Students focus on one key concept
7 Teacher able to call students’
hypotheses by using suitable answer
choices
Students chose answer choices that express
their own thinking
8 Teacher avoid copying from text books Students think for choosing answers than
memorize from their text books
9 Teacher able to put answer choices that
cover all probable students’ perceptions
Students’ perceptions emerge in their
answer choices
10 Teacher record individuals answers and
avoid negative effects of group work or
high achieved students opinion
Students express their own answers
individually
11 Teacher able to put question that
connected to simple
experiment/observation
Students think on the subject of the simple
experiment/observation
12 Teacher able to put suitable questions
series for student’ level
Students response to a series of questions
13 Teacher able to encourages students’
thinking by series of questions
Students’ thinking are encouraged by a
series of questions
14 Teacher able to introduce the key
concept’ from different dimension using
series of questions
Students focus on the key concept’ different
dimension while react to a series of
questions
15 Teacher able to change/confirm
students’ previous hypotheses using
answer choices
Students are able to change/confirm their
previous answers while react to a series of
questions
16 Teacher distinguish students thinking
recovery according to their numbers on
every answer choices
Students numbers on answer choices differ
on a series question comparing to the key
question
17 Teacher able to reform students’
perceptions gradually using series of
questions
Students’ perceptions gradually be reformed
using series of questions
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
18 Teacher able to put series of questions
that connected to simple
experiments/observation
Students response to a series of questions
that connected to simple
experiments/observation
19 Teacher able to arrange series of
questions from simple to complex
Students are able to understand a series of
questions gradually
(2) Discussion/ Feedback
20 Teacher call reasons from minor
answers first then turn to major ones
Students of the minor answers explain reasons
of their answers choices then students of
major answers
21 Teacher avoid negative effects of
group discussion
Students express their own thinking during
group discussion
22 Teacher listen carefully to students’
hypotheses
Students give reasons that express their own
hypotheses
23 Teacher explain students’ reasons for
all others
Students explain their reasons
24 Teacher let students discuss freely,
flexibly, and well organized
Students’ discussion is free, flexible, and well
organized by teacher
25 Teacher encourage discussion
between students themselves
Students are self evaluated
26 Teacher encouraged discussion by
continuous feedback
Students’ discussion is encouraged by
continuous feedback from teacher
27 Teacher explain students’ opinion for
all others
Students understand each others’ opinion
28 Teacher able to increase students’
interaction
Students exchange ideas and involved in live
interaction
29 Teacher let all students participate All students participate
30 Teacher let students change their
previous answers after discussion
Students freely change their previous answers
after discussion
31 Teacher manage students’ discussion
time
Students’ discussion time organized by
teacher
(3) Experiments/Observations
32 Teacher make
experiments/observations by
attractive simple tools and material
Students are attracted to simple
experiments/observations
33 Teacher make
experiments/observations easy to be
explained to students’ level
Students understand
experiments’/observations’ subject
34 Teacher perform experiments/let
students observe after sufficient
discussion
Students observe experiments/observations
after sufficient discussion
35 Teacher introduce practical evidence
on students answers
Students know the evidence of the right
answer practically
36 Teacher make
experiments/observations connected
to conceptual questions
Students expect that experiments/observations
to answer their choices
37 Teacher lab is well organized and
attractive
Students enjoy experiments
Ghanem, T. (2008). Science Teachers’ Performance on the Hypotheses and Experiments lessons’ Strategy
for Students’ Conceptual Changes – An evaluation study on elementary science classes in Egypt. Japan
Society for Science Education (JSSE) - Hokkaido Conference. Hokkaido University of Education -
Hakodate November 2008, VOL.23 No.
38 Teacher introduce clear result for all
students
Students got clear result of the
experiments/observations
39 Teacher control
experiment/observation time
Students enough benefits of
experiments/observation
40 Teacher perform experiments by
himself successfully
Students observe teacher doing
experiments/observations
41 Teacher repeat experiments if
students confused the result
Students be sure of the result of experiments
42 Teacher ask students to make
experiments/observations by
themselves
Students make experiments /observations by
themselves
(4) Scientific explanation
43 Teacher set up perfect scientific
explanation at the end of the class
Students got perfect scientific explanation
44 Teacher highlight the correct
hypotheses
Students determine the correct hypotheses
45 Teacher encourage students to
express their final understanding
Students induce the final explanation
46 Teacher let students record the
scientific explanation
Students record scientific explanation in their
notebooks
47 Teacher make clear explanation of the
result of experiments/observations
Students clearly determine of the result of
experiments/observations
48 Teacher emphasize the basic targeted
scientific concept at the end of his
class
Students understand the basic targeted
scientific concept at the end of his class
49 Teacher use illustration, charts,
graphs, flash cards to introduce his
explanation
Students understand illustration, charts,
graphs, flash cards used by teacher
(5) Achieved objectives
50 Teacher introduce new concept Students acquire new concept
51 Teacher build on old concept Students be reached old concept
52 Teacher bring up students’
perceptions
Students be reformed their perceptions
53 Teacher make enjoyable experiments Students enjoy experiments
54 Teacher evaluate students perceptions Students acquired scientific concepts
55 Teacher support students’ questioning Students be supported in questioning
56 Teacher encourage students’
discussion
Students be encouraged in discussion
57 Teacher increase students’ scientific
knowledge
Students acquire scientific knowledge
58 Teacher develop students’ thinking
skills
Students be enhanced in thinking skills
59 Teacher guide students’ attitudes
towards science
Students be encouraged in positive attitudes
towards science
