Practical science process skills in physics, with special reference to test item assessment and classification

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dc.contributor.advisorRochford, Kevinen_ZA
dc.contributor.authorInal, Aydinen_ZA
dc.date.accessioned2015-01-06T12:10:00Z
dc.date.available2015-01-06T12:10:00Z
dc.date.issued2002en_ZA
dc.descriptionBibliography: leaves 207-218.en_ZA
dc.description.abstractThis study describes the development, validation, classification, administration and assessment of a compact programme of ten core practical task items chosen from a pool of 33 practical tasks developed for the purpose of this study in basic school physical science. The practical items encouraged and measured various science process skills laid out in the South African Revised National Curriculum Statement Draft. The derivation and classification of the specially designed diagnostic practical task items by experienced lecturers, teachers and academics constitutes an original and crucial part of the study. The objective is to assess the consensus of juries of four to eleven expert science educators on classification of the ten core practical activities, matching the categories. The investigation establishes whether there is a perceived relevant match or a perceived "irrelevant" mismatch between the science process skills tested by the current experimental programme of practical items and the descriptive theories of practical science and its classification schemes and criteria proposed by (a) Franus (1992), (b) Gardner (1983), (c) White (1988), (d) Solomon (1998), (e) Lock (1990), (t) Kapenda, Kandjeo-Marenga, Gaoseb, Kasanda and Lubben's (2001) the Cambridge-based International General Certificate of Education after Millar, Ie Marechal and Tiberghiea (1999), (g) Race (1997) and (h) OBE (Revised National Curriculum Statement Draft, 2001). Lock's assessment framework for practical tasks was found to be the most relevant scheme among the others. The study also identified eight process skills that are highly relevant to practical tasks of the compact programme. These skills included: (a) comprehension skills; (b) recognising given item of apparatus; (c) following instructions; (d) carrying out tasks and handling science apparatus; (e) observation skills; (t) interpretation of the observations; (g) making predictions; and (h) reporting and communicating scientific information.en_ZA
dc.identifier.apacitationInal, A. (2002). <i>Practical science process skills in physics, with special reference to test item assessment and classification</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/11566en_ZA
dc.identifier.chicagocitationInal, Aydin. <i>"Practical science process skills in physics, with special reference to test item assessment and classification."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2002. http://hdl.handle.net/11427/11566en_ZA
dc.identifier.citationInal, A. 2002. Practical science process skills in physics, with special reference to test item assessment and classification. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Inal, Aydin AB - This study describes the development, validation, classification, administration and assessment of a compact programme of ten core practical task items chosen from a pool of 33 practical tasks developed for the purpose of this study in basic school physical science. The practical items encouraged and measured various science process skills laid out in the South African Revised National Curriculum Statement Draft. The derivation and classification of the specially designed diagnostic practical task items by experienced lecturers, teachers and academics constitutes an original and crucial part of the study. The objective is to assess the consensus of juries of four to eleven expert science educators on classification of the ten core practical activities, matching the categories. The investigation establishes whether there is a perceived relevant match or a perceived "irrelevant" mismatch between the science process skills tested by the current experimental programme of practical items and the descriptive theories of practical science and its classification schemes and criteria proposed by (a) Franus (1992), (b) Gardner (1983), (c) White (1988), (d) Solomon (1998), (e) Lock (1990), (t) Kapenda, Kandjeo-Marenga, Gaoseb, Kasanda and Lubben's (2001) the Cambridge-based International General Certificate of Education after Millar, Ie Marechal and Tiberghiea (1999), (g) Race (1997) and (h) OBE (Revised National Curriculum Statement Draft, 2001). Lock's assessment framework for practical tasks was found to be the most relevant scheme among the others. The study also identified eight process skills that are highly relevant to practical tasks of the compact programme. These skills included: (a) comprehension skills; (b) recognising given item of apparatus; (c) following instructions; (d) carrying out tasks and handling science apparatus; (e) observation skills; (t) interpretation of the observations; (g) making predictions; and (h) reporting and communicating scientific information. DA - 2002 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2002 T1 - Practical science process skills in physics, with special reference to test item assessment and classification TI - Practical science process skills in physics, with special reference to test item assessment and classification UR - http://hdl.handle.net/11427/11566 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11566
dc.identifier.vancouvercitationInal A. Practical science process skills in physics, with special reference to test item assessment and classification. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2002 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11566en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titlePractical science process skills in physics, with special reference to test item assessment and classificationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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