Article Sidebar

PDF
Date Published: 28/02/2022
Online Published: 28/02/2022
Abstract Views: 811
Views PDF: 716
DOI: https://doi.org/10.54607/hcmue.js.19.2.3009(2022)
Issue
Vol. 19 No. 2 (2022)
Section
Education Science
How to Cite
Phạm , Đ. V., & Lê , T. M. L. (2022). DESIGNING A RUBRIC TO ASSESS RESEARCH COMPETENCE IN TEACHING NATURAL SCIENCES IN JUNIOR HIGH SCHOOL. HCMUE Journal of Science, 19(2), 240. https://doi.org/10.54607/hcmue.js.19.2.3009(2022)

DESIGNING A RUBRIC TO ASSESS RESEARCH COMPETENCE IN TEACHING NATURAL SCIENCES IN JUNIOR HIGH SCHOOL

Đình Văn Phạm , Thái Minh Long Lê

Main Article Content

Abstract

 

Based on research activities in teaching and innovating teaching methods in General Education Curriculum 2018, this article researches theoretical foundation to form a 6-step process of designing a rubric to assess research competence of students in junior high school in teaching natural sciences and to propose a rubric for assessing this competence so that teachers can use to test and evaluate students during the teaching process. This study then collected data on research competence of students in the teaching process. Students' research competence was assessed by Biology teachers at junior high schools.

 

Keywords

assess, junior high school, research competence, teaching

Article Details

Author Biography

Đình Văn Phạm,

Họ và tên: Phạm Đình Văn Ngày sinh: 11/03/1981 Quê quán: Nghệ An Chuyên ngành: Lí luận và PPDH bộ môn Sinh học. Học vị: Tiến sĩ

References

Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of science teacher education, 13(1), 1-12.
Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(5), 564-582.
Ministry of Education and Training (2018). Chuong trinh giao duc pho thong - Chuong trinh tong the (Ban hanh kem theo Thong tu so 32/2018/TT-BGDĐT ngay 26/12/2018) [General education curriculum – overall curriculum (Promulgate with Circulars No. 32/2018/TT-BGDĐT, dated 26/12/2018)]
Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out‐of‐school learning. International journal of science education, 28(12), 1373-1388.
Ergül, R., Şımşeklı, Y., Çaliş, S., Özdılek, Z., Göçmençelebı, Ş., & Şanli, M. (2011). The effects of inquiry-based science teaching on elementary school students'science process skills and science attitudes. Bulgarian Journal of Science & Education Policy, 5(1).
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher education, 29(6), 709-726.
Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183-201.
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of educational research, 86(3), 681-718.
Lyons, T. (2006). Different countries, same science classes: Students’ experiences of school science in their own words. International journal of science education, 28(6), 591-613.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496.
Nguyen, H. N. (2016). Nang cao chat luong nghien cuu Khoa hoc giao duc thong qua day hoc huong nghien cuu [Improving the quality of educational research based on the research - oriented teaching approach]. Ha Noi University of Education Journal of Science, 61(8A), 138-146.
Nguyen, V. K., & Nguyen, V. N. (2018). Nghien cuu tong quan ve day hoc Vat li o truong pho thong dua tren tien trinh nghien cuu khoa hoc [The study overview on teaching physics based on process of scientific research]. Journal of Education, Vietnam, 42(2), 51-53.
Nguyen, X. L., & Pham, H. H. (2015). Day hoc huong nghien cuu trong dao tao giao vien Cong nghe [Research-oriented teaching approach in technology teachers training]. Ha Noi University of Education Journal of Science, 60(8D), 29-36.
Nguyen, X. Q. (2015). Mot so bien phap phat trien nang luc nghien cuu khoa hoc cho hoc sinh trong day hoc hoa hoc [Methods in teaching chemistry to develop students’ competence in science research]. Ho Chi Minh City University of Education Journal of Science, 6(72), 146-152.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., . . . Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.
Potvin, P., & Hasni, A. (2014). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology, 23(6), 784-802.
Steffe, L. P., & Gale, J. E. (1995). Constructivism in education. Lawrence Erlbaum Hillsdale, 50-54.