Pinchas Tamir

Development and validation of an instrument for assessing the learning environment of outdoor science activities

The SOLEI (Science Outdoor Learning Environment Inventory) was developed and content-validated in high schools in Israel. The instrument consists of seven scales (55 items). Five of the scales are based on the Science Laboratory Learning Environment Instrument (SLEI) developed in Australia. The other two scales are unique to the learning environment existing in outdoor activities. The instrument was found to be a sensitive measure that differentiates between different types of field trips conducted in the context of different subjects (biology, chemistry, and earth science). It is suggested that the instrument could be an important addition to the research tools available for studies conducted in informal settings in science education.

A Comprehensive Use of Concept Mapping in Design Instruction and Assessment

Abstract This study describes the use of concept mapping (CM) in design, instruction and assessment, related to a microbiology program prepared for high school (grades 10 and 11) students in Israel. It describes how CM was used in developing an hierarchically sequenced program. The impact of the new program on students’ achievements was determined by comparing two groups: (a) students who studied the new program using CM themselves (mappers); and (b) students who studied the new program without CM. It was found that CM students’ overall gain was higher. Students’ and teachers’ attitudes towards mapping were mostly favourable towards the cognitive benefits of CM. However, many students did not like certain aspects of CM. Some teachers exploit the potential of CM better than others.

Professional and personal knowledge of teachers and teacher educators

Abstract In this paper the relationship between the professional knowledge and the personal practical knowledge of teachers is pursued. It is argued that there are at least two kinds of relationship between these types of knowledge. The first is that professional knowledge depends upon individual cognitive structures with the interaction between the two resulting in personal and idiosyncratic knowledge. The second type of relationship is that personal attributes affect the application of professional knowledge. Implications for teacher educators of the distinction between personal and professional knowledge are discussed and an example is presented and analyzed.

The design and use of a Practical Tests Assessment Inventory

Following a discussion of the role and importance of practical laboratory tests an instrument which was designed to assess inquiry practical examinations is described. The Practical Tests Assessment Inventory (PTAI) has 21 categories representing different inquiry skills. Each category contains types of possible answers ranked according to their level of acceptability. Examples of PTAI and illustrative data based on the results in the biology matriculation examination in Israel are presented.

Justifying the selection of answers in multiple choice items

Although multiple choice tests, as commonly used, can be rightly criticized, their structure, when wisely used, makes them an excellent diagnostic tool for identifying students’ conceptions, including misconceptions. This paper offers a number of useful guidelines regarding the analysis of multiple choice items. A special reference is made to the use of the justifications that students provide for their choices. Examples of the procedures, which may be used in analysing justifications and the kinds of diagnostic information that may be obtained, are provided.

High school students’ difficulties in understanding osmosis

Preconceptions and misconceptions of 500 secondary students in years 9‐12 regarding osmosis were studied through the use of five different kinds of instruments: prior learning inventory, self‐report knowledge inventory, true/false test, definitions and clinical interviews. Some of the major findings were: (1) The most frequent explanation offered to osmosis is ‘a desire or drive towards equalizing concentrations’. (2) Hardly any student uses the concept ‘water concentration’. (3) Most students fail to realize that in dynamic equilibrium water molecules keep moving. (4) Students have special difficulty in understanding osmotic relations in plants. (5) Many students have difficulty in grasping solute‐solvent and concentration‐quantity relations. (6) Students often perform laboratory experiments without really understanding the underlying principles. Practical and theoretical implications are discussed.

Some Issues Related to the Use of Justifications to Multiple-Choice Answers.

In recent years there has been a growing interest in misconceptions which are prevalent among students and in ways and means which can be used to identify these misconceptions. The present study focuses on the use of justifications to multiple-choice items. This approach has been employed for several years in the biology matriculation tests in Israel and found to be a very effective diagnostic tool. Two specific questions were studied: 1. To what extent will the justifications differ if the correct answer is made known to the students so that they can concentrate on the justifications without being bothered by the need to search for the best answer. 2. Since in the case described in 1 above the correct answer is made known perhaps the distractors are altogether unnecessary? Two samples were studied. The first comprised 114 10th and 11th grade (15/16-year old) students who studied biology in the year 1987 in seven high schools in California. The second consisted of 350 Israeli 12th grade (17-year old) stud...

Teaching science by inquiry: assessment and learning

The major assertion of this study is that teaching science by inquiry is feasible and desirable. The performance of three groups of 12th grade students (aged 16-17) was compared: Group 1 (n=22) majoring in physics who studied a conventional course; Group 2 (n=52) majoring in biology who studied an inquiry-oriented course; and Group 3 (n=50) who studied the same biology course but, in addition, studied basic concepts of scientific inquiry. Two tasks served as dependent variables; Group 1 had the lowest scores, roughly one standard deviation behind Group 2, Group 2, in turn, lagged 1 standard deviation behind Group 3. It was concluded that explicit instruction of inquiry is advantageous.

Sex Differences in Science Education in Israel: An Analysis of 15 Years of Research.

Abstract An analysis of 40 studies which compared the achievement in science and the attitudes of Israeli male and female students towards science and science learning showed that: (1) in the elementary school there are no sex differences in attitudes and only a small advantage to males in achievement in the physical sciences. (2) Very large sex differences in all areas exist at the end of junior high‐school and only 34% of the students who elect to take specialised science subjects in the senior high‐school are girls. (3) Among students who specialise in science in the senior high‐school there are, on average, no sex differences in biology and in chemistry, but males excel in physics. (4) Two sex polarities were found, namely, biology (females)‐physics (males) and botany (females)‐zoology (males). (5) Females’ orientation to science is enhanced by inquiry and laboratory‐based instruction.

Gender Differences in High School Science in Israel.

Abstract Within the framework of the Second IEA Science Study a representative sample of Israeli 12th grade students (N=2153) responded to a series of questionnaires and achievement tests in the last term of the academic years 1983 or 1984. The sample consisted of four groups, three of which specialising each in one of the sciences (biology, chemistry and physics) and one comprised of students who did not study any science in their junior and senior years. The purpose of this paper is to report on gender differences in achievement, attitudes, preferences, learning experiences and study habits. The major findings were as follows. 1. The percentage of girls in each of the specialising groups are as follows. Biology: 61; chemistry: 49; physics: 31; non‐science: 66. 2. More boys perceive themselves as high achievers in science and math. 3. Significantly more boys like to study math and science more than other school subjects. 4. Significantly more boys aspire for science‐oriented careers. 5. Boys achieve bett...