PHY 311 -- Teaching High School Physics
Illinois State University Physics Department
Physics Teacher Education Program
Carl J. Wenning, Program Coordinator
|
Standard |
Excellent (4 points) |
Good (3 points) |
Fair (2 points) |
Poor /Unacc (1-0 ) |
Score |
|
| A. | Learners' attention is focused on a question of scientific significance. | Learners are introduced to significant and relevant question at beginning of period with the use of a demonstration. | Learners are introduced to a hypothetical question of significant relevance at beginning of period. | Learners are introduced to a scientific question of limited significance, or question is introduced only as an afterthought. | Learners's attention never focused on any sort of meaningful or relevant scientific question. | |
| B. | Learner observes demonstration or participates in lab-oriented activity of significance as part of induction process. | Learner engaged in historically important activity in such a way that need for an explanation is clearly evident. | Learner engaged in relevant activity in such a way that need for an explanation is clearly evident. | Learner poorly engaged in relevant activity in such a way that need for an explanation is clearly evident. | Learner poorly engaged in activity or activity of no historical significance or relevance. | |
| C. | Learner engages in discussion relating to scientific aspects of lesson. | Learner fully engaged in science lesson though the use of interesting and thought-provoking historical narrative. | Learner somewhat engaged in science lesson through the use of historical narrative. | Learner merely hears a presentation of historical information; little to no application to the engaged learning of science. | Lesson taught with little to no meaningful inclusion of relevant historical aspects. | |
| D. | Learner engages in scientifically oriented questions. | Learner poses a question for scientific study. | Learner selects among questions, poses new questions. | Learner sharpens or clarifies question provided by teacher, materials, or other source. | Learner engages in question provided by teacher, materials, or other source. | |
|
E. |
Learner gives priority to evidence in responding to questions. | Learner determines what constitutes evidence and collects it. | Learner directed to collect certain data. |
Learner given data and asked to analyze. | Learner given data and told how to analyze. | |
|
F. |
Learner formulates an explanation from empirical evidence and other sources of knowledge. | Learner formulates explanation after summarizing evidence. | Learner guided in process of formulating explanations from evidence. | Learner given possible ways to use evidence to formulate explanation. | Learner provided with evidence. | |
|
G. |
Learner makes a connection between proposed explanation and established scientific knowledge. | Learner independently examines other resources and forms the links to explanations. | Learner given leads toward areas and sources of scientific knowledge. | Learner directed toward areas and sources of scientific knowledge. |
Learner given possible connections. |
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|
H. |
Learner communicates and justifies proposed explanations based on empirical evidence. | Learner forms reasonable and logical argument to communicate explanations. | Learner coached in development of communication. | Learner provided broad guidelines to use to sharpen communication. | Learner given steps and procedures for communication. | |
| Degree of Inquiry |
More --------------------------- Amount of Learner
Self-Direction --------------------------- Less |
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Adapted from Essential Features of Classroom Inquiry (Table 2.6 of Inquiry & NSES.) See Chapter 2 of Inquiry & NSES for complete details.)
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