The Efficacy of “The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle)” Model in the development of Scientific Inquiry skills and some of Habits of Mind To the preparatory stage students

Document Type : Researches for promotion to assistant professor and professor degrees

Author

Lecturer of Curricula and Methods of Teaching Science - Faculty of Education - Ain Shams University

Abstract

The current research aimed to recognize the efficacy of “The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle)” Model in the development of scientific inquiry skills and some of Habits of Mind To the preparatory stage students.The research problem can be stated as follows: “formative assessment tools were weak at the Egyptian Science Curricula in the preparatory stage as illustrated by some of researches and studies; and this reflected negatively upon the students Scientific Inquiry skills and Habits of Mind”. To handle this problem, a unit from science curriculum in the preparatory stage was restated. The research tools were prepared; these research tools represented in the student handout and teacher guide, scientific inquiry test and the habbits of mind scale. The research group was selected. It consisted of (30) students from one of the Egyptian schools. The research tools were administered upon the research group. The results revealed that there is a statistically significant difference at the level of (0.01) between the mean scores of students in the pre- and post-test of scientific inquiry and a statistically significant difference at the level of (0.01) between the mean scores of students in the pre- and post-test of habbits of Mind. The research recommended: reconsidering the preparation of science curricula according to formative assessment tools and methods in order to monitor student learning providing ongoing feedback that can be used by teachers to improve their teaching and to increase the student’s achievement, their skills in the scientific inquiry and their habits of mind.

Keywords

Main Subjects

References

  • Abell, S.& Volkmann, M. (2006). Seamless Assessment in Acience: A guide for Elementary and Middle School Teachers, Portsmouth, NH: Heinemann.
  • Black, B. & Harrison, C. (2004). Science Inside the Black Box: Assessment for Learning in the Science Classroom, London: NFER/Nelson.
  • Black, B. & Harrison, C. (2004). Science Inside the Black box: Assessment for Learning in the Science Classroom, London: NFER/ Nelson.
  • Calik, M., Turan, B. & Coll, R. (2013). “A Cross-Age study of Elementary students teachers’ Scientific Habits of Mind concerning Socioscientific Issues”, International Journal of Science and Mathematics Education.
  • Cheung, W. & Hew, H (2010). “Examining facilitators Habits of Mind in an Asynchronous online discussion environment: A Two Cases Study”, Australasian Journal of Educational Technology,V. 26(1), P p 123-132.
  • Costa, A & Kallick, B. (2008). Habits of Mind Across the Curriculum. Association for Supervision and Curriculum Development, Alexandria, Virginia USA.
  • Donovan, S. & Bransford, J. (2005). How Students learn Science in the Classroom, Washington, DC: National Academy Press.
  • Elias, M., & Arnold, H. (2006). The Educator’s Guide to Emotional Intelligence and Academic Achievement: Social-emotional learning in the class-room, CA, Corwin, Thousand Oaks,.
  • Ellen J (2001). “Using the science teaching standards to nature habits of the mind in the middle school students”, Master of education”, The School of Education, Pacific Lutheran University.
  • Furtack, E., Glasser, H. & Wolf, Z. (2016). “The Feedback loop- using Formative Assessment data for science teaching and Learning”, National Science Teachers Association, 1840 Wilson Blvd., Arlington, VA 22201, Retrieved from: www.nsta.org/.
  • Hofstein, A. et al., (2005). “Developing students ability to ask more and better questions resulting from inquiry- type chemistry laboratories”, Journal of Research in Science Teaching, 42 (7), 971- 700.
  • Keely, P., Eberle, F. & Tugel, J. (2007). “Uncovering Student’s ideas in Science: More formative assessment probes”, Arlington, VA: NSTA Press, V.2.
  • Lawson, A. (2002). “The Learning Cycle”, In R. Fuller (Ed.), A Love of Discovery: Science Education- The second career of Robert Karplus, New York, Kluwer Academic/ Plenum.
  • National Research Council (NRC), (2013). “A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press”. Retrieved from http://www.nap.edu/catalog.php?record_id=13165.
  •  Next Generation Science Standards (NGSS), (2015). Washington DC: Achieve. Retrieved from www.nextgenscience.org.
  • North Carolina Department of Public Instruction (2001). North Carolina Alternative Assessment pilot program, office and Accountability Services.
  • Ohio State Board of Education (1998). “Ohio’s Model Competenecy Based Science Program”, Journal of Teacher Education, V. 47, N. 4.
  • Retrieved on: http://link.springer.com/article/10.1007%2fs10763-013-9458-0.
  • Schraw, G. & Crippen, K.J. & Hartley, K. (2006). “Promoting self-regulation in Science Education: Metacognition as part of a broader perspective on learning”, Research in Science Education, V. 36, Pp. 111-139.
  • Thompson, S. (2001). “Alternative Assessment for student with Disabilities”, Exeptional Children, V. 69, N.1.

 

Files

Share

How to cite

Statistics